Download or read book Effects of an Intensive Reading Intervention on Reading Outcomes for Adolescent English Learners with Disabilities and Comprehension Deficits written by Kelly Jean Williams and published by . This book was released on 2017 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: English Learners with disabilities (ELSWDs) in both eighth and twelfth grades scored significantly lower on the 2015 NAEP reading assessment than English Learners (ELs) only or students with disabilities (SWDs) only. Despite this, there is limited evidence on how to improve reading outcomes through reading interventions for adolescent ELSWDs. The purpose of this quasi-experimental study was to examine the effects of an intensive, year-long reading intervention, the Reading Intervention for Adolescents (RIA), on reading outcomes (word reading, vocabulary, and comprehension) for ninth grade ELSWDs (n = 95) with deficits in reading comprehension and to determine if the effects of the intervention varied by limited English proficiency (LEP) status (current versus former). Participants assigned to RIA received the intervention for the entire ninth-grade school year, while students in the comparison condition participated in electives such as band, chorus, or computer. Phase I of the intervention focused on advanced word study, fluency, vocabulary, and comprehension, while Phase II of the intervention emphasized vocabulary and comprehension, as well as the application of the strategies learned in Phase I with science and social studies texts. Participants were assessed at pre- and post-intervention on measures of real and pseudoword reading, comprehension, and vocabulary. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the RIA treatment and the comparison groups. Small effects were observed on measures of word reading, comprehension, and proximal vocabulary, and Hedge’s g values ranted from 0.08 to 0.40. There were also not significant differential effects of the intervention for students currently identified as LEP versus students formerly identified as LEP. Findings from this study confirm previous research with ELSWDs, in that it is difficult to improve vocabulary and comprehension for this population of students.

Download or read book Handbook of Educational Psychology and Students with Special Needs written by Andrew J. Martin and published by Routledge. This book was released on 2020-02-18 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt: Handbook of Educational Psychology and Students with Special Needs provides educational and psychological researchers, practitioners, policy-makers, and graduate students with critical expertise on the factors and processes relevant to learning for students with special needs. This includes students with attention-deficit/hyperactivity disorder, other executive function difficulties, behavior and emotional disorders, autism spectrum disorder, intellectual disabilities, learning disabilities, dyslexia, language and communication difficulties, physical and sensory disabilities, and more. With the bulk of educational psychology focused on "mainstream" or "typically developing" learners, relatively little educational psychology theory, research, measurement, or practice has attended to students with "special needs." As clearly demonstrated in this book, the factors and processes studied within educational psychology—motivation and engagement, cognition and neuroscience, social-emotional development, instruction, home and school environments, and more—are vital to all learners, especially those at risk or disabled. Integrating guidance from the DSM-5 by the American Psychiatric Association and the International Classification of Diseases (ICD-10) by the World Health Organization, this book synthesizes and builds on existing interdisciplinary research to establish a comprehensive case for effective psycho-educational theory, research, and practice that address learners with special needs. Twenty-seven chapters by experts in the field are structured into three parts on diverse special needs categories, perspectives from major educational psychology theories, and constructs relevant to special needs learning, development, and knowledge building.

Download or read book From Clunk to Click written by Janette K. Klingner and published by . This book was released on 2000 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Impact of Read 180 on Adolescent Struggling Readers written by Kathy Joiner Smith and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The foundation for the present study was based on the No Child Left Behind Act (NCLB, 2001), Individuals with Disabilities Education Improvement Act (IDEA) 2004, and Florida Response to Intervention (RTI) (Florida RTI, 2009). In line with the NCLB Act, Florida requires students to pass the reading portion of the Florida Comprehensive Assessment Test (FCAT) on grade level in order to graduate (FL-DOE, 2001). In alignment with the RTI framework, READ 180 is presently being implemented as a Tier 2 intervention with adolescent struggling readers across the nation. The methodology for this research was a retrospective research design, with the use of multiple regression and logistic regression models which are consistent with the purpose. Neither of the analyses indicated a significant relationship between READ 180 and the attainment of the minimum yearly gain on the developmental scale score (DSS) of the reading portion of the FCAT. The data analyses supported previous research results indicating that students who are identified as White, from non-low SES families, and not identified with a disability, have more academic success. The results indicated that the regular classroom with reading strategies instruction was just as effective for promoting reading achievement as the separate classroom with specific reading instruction. Because students who participated in the intensive reading intervention forfeit the opportunity to participate in other courses, policy makers and educators need to weigh carefully the costs and benefits of such programs.

Download or read book Effects of a reading intervention program on the level of reading comprehension and reading attitudes of adolescent English language learners not immersed in the target language written by Evelyn González Romero and published by . This book was released on 2010 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Adult Literacy Instruction written by National Research Council and published by National Academies Press. This book was released on 2012-04-26 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt: A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.

Download or read book Effects of a Scripted and Intense Reading Intervention Program on the Reading Comprehension of Fifth Grade Students with Learning Disabilities written by Tracy Slater and published by . This book was released on 2018 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Interventions for Adolescent Struggling Readers written by Nancy Scammacca and published by . This book was released on 2007 with total page 49 pages. Available in PDF, EPUB and Kindle. Book excerpt: This meta-analysis offers decision-makers research-based guidance for intervening with adolescent struggling readers. The authors outline major implications for practice: (1) Adolescence is not too late to intervene. Interventions do benefit older students; (2) Older students with reading difficulties benefit from interventions focused at both the word and the text level; (3) Older students with reading difficulties benefit from improved knowledge of word meanings and concepts; (4) Word-study interventions are appropriate for older students struggling at the word level; (5) Teachers can provide interventions that are associated with positive effects; (6) Teaching comprehension strategies to older students with reading difficulties is beneficial; (7) Older readers' average gains in reading comprehension are somewhat smaller than those in other reading and reading-related areas studied; (8) Older students with learning disabilities (LD) benefit from reading intervention when it is appropriately focused; and (9) To learn more about instructional conditions that could close the reading gap for struggling readers, individuals will need studies that provide instruction over longer periods of time and assess outcomes with measures more like those schools use to monitor reading progress of all students. This report summarizes aspects of recent research on reading instruction for adolescent struggling readers. It both synthesizes research findings to determine the relative effectiveness of interventions for struggling older readers and outlines the implications of these findings for practice. Its purpose is to advance the knowledge of technical assistance providers working with state departments of education and local education agencies concerning reading-related issues for students with reading difficulties and learning disabilities (LD). While the authors' methods and general findings are described, they are presented in terms of their impact on practice and policy. Specific suggestions for implementing these and other research findings are provided in an accompanying practice brief (ED521836). This report is intended primarily for technical assistance providers at Regional Comprehensive Centers for their use in crafting evidence-based guidance for states and local educational agencies. (Contains 5 tables and 1 footnote and lists 14 resources.) [For related reports, see "Effective Instruction for Adolescent Struggling Readers: A Practice Brief" (ED521836) and "Effective Instruction for Adolescent Struggling Readers: Professional Development Module. Second Edition. Facilitator's Guide." (ED521838).].

Download or read book Reading Comprehension Difficulties written by Cesare Cornoldi and published by Routledge. This book was released on 2013-04-03 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?

Download or read book The Effects of Outcomes written by Erin L. Cowell and published by . This book was released on 2006 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field

Download or read book The Effects of the RAP WE Intervention on the Comprehension Performance Outcomes of Middle School Students with Learning Disabilities written by Sidra Saleem Ayoub and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of the RAP-WE (Read, Ask, Paraphrase-Write, Edit) intervention on reading comprehension outcomes of middle school students with learning disabilities. The RAP-WE intervention is a package that consists of five reading comprehension strategies: self-questioning, paraphrasing, writing for comprehension, rereading, and using graphic organizers. The researcher used two single-subject multiple probe experimental designs across participants. The participants were eight middle school students from a suburban school district, who were identified with learning disabilities. Participants’ reading comprehension of the expository text was measured through multiple-choice questions. Visual analysis and descriptive statistics were used to examine the effects of the RAP-WE intervention. Results indicate that the RAP-WE intervention increased reading comprehension outcomes of middle school students with learning disabilities. Directions for future research and implications are discussed.

Download or read book Challenges to Implementing Effective Reading Intervention in Schools written by Barbara Foorman and published by John Wiley & Sons. This book was released on 2016-12-27 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This special issue is a "how to" on overcoming the many systems-level challenges in K–12 public education to implement effective reading interventions for the vast numbers of students reading below grade level. It emphasizes building researcher–practitioner partnerships, providing ongoing professional development for teachers, and removing institutional barriers to change as the keys to effective reading intervention. Interventions for the upper grades focus on the challenges of coaxing content-area teachers to learn new routines for building background knowledge, teaching academic vocabulary, and conducting discussions to foster critical reading and knowledge application. In the primary grades, interventions follow a multi-tiered system of support where enhanced classroom instruction is supported by small-group intervention for struggling readers. The volume also discusses the importance of training special educators to implement data-based individuation. This is the 154th volume in this Jossey-Bass series New Directions for Child and Adolescent Development. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in this subject area. Each volume focuses on a specific new direction or research topic and is edited by experts from that field.

Download or read book The Experimental Effects of the Strategic Adolescent Reading Intervention STARI on a Scenarios Based Reading Comprehension Assessment written by James Kim and published by . This book was released on 2016 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly one-quarter of U.S. eighth graders score below basic on national assessments of reading (NCES, 2013) and are poorly equipped for the reading demands of secondary school. Struggling adolescent readers cannot summarize a simple passage, use context to determine word meanings, and have difficulties making text-based inferences. In addition, poor fluency limits many struggling readers' ability to process text efficiently, compromising basic and inferential comprehension (Cantrell et al., 2013; Flynn et al., 2012). This study presents intention-to-treat impacts from a randomized clinical trial of the Strategic Adolescent Reading Intervention (STARI) on a scenarios-based assessment of reading comprehension. STARI is a multicomponent reading intervention for struggling middle school readers and is implemented as a year-long supplemental reading program for middle school students who score below proficient on state literacy assessments. Building from a multiple-component view of reading development, STARI incorporates strands on decoding, fluency, vocabulary, and comprehension, and provides multiple supports for struggling adolescent readers. For example, teachers provide explicit instruction on strategies for decoding multisyllabic words, focused on identifying more complex letter combinations, syllable patterns, and morphological units such as base words and affixes. Instructional activities that target these skills have shown success in improving older struggling readers' word recognition and fluency (Edmonds et al., 2009). In previous work, positive intention-to-treat effects on multiple domains of reading, including word reading, morphological awareness, and efficiency of basic reading were found. This study extends prior work by examining effects on a Global, Integrated Scenario-Based Assessment (GISA) that is designed to assess a broader conception of reading ability (Sabatini et al., 2014). This impact analysis extends prior work by showing that a multi-component Tier-2 intervention for struggling adolescent readers can improve a range of reading outcomes as well as a global, integrated scenario-based assessment of reading.

Download or read book The Impact of Fluency and Vocabulary Instruction on the Reading Achievement of Adolescent English Language Learners with Reading Disabilities written by Sally Mae Huddle and published by . This book was released on 2014 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.

Download or read book The Effects of a Multicomponent Reading Intervention and a No Treatment Comparison on the Reading Comprehension of Adolescent Students who are Adequate Word Readers and Low in Reading Comprehension written by Michael R. Solis and published by . This book was released on 2012 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: This experimental study was conducted to examine the effectiveness of multicomponent reading intervention and a no treatment comparison condition on the reading comprehension of adolescent students with adequate word reading and low reading comprehension. The sample consisted of 44 students in 9th grade who were randomly assigned to an intervention treatment offered as an elective course (N=25) or a no treatment comparison (N=19). Reading intervention teachers, trained by experienced research staff provided instruction for 90-min sessions two to three times per week during for approximately 80 sessions. Treatment effects for each outcome measure were estimated using analysis of covariance (ANCOVA). Results indicate no statistically significant differences between conditions. Effects, which were calculated with partial eta squared ([eta]2), ranged from -.26 to .23 with two of the three measures favoring the treatment condition. Three separate repeated measure of analysis of variance (RM-ANCOVAs) were conducted using the Kaufmann Brief Intelligence Test (KBIT) as a covariate for the following measures: (1) Woodcock Johnson Passage Comprehension subtest (WJIII-PC); (2) Test of Sentence Reading Efficiency (TOSRE); (3) Gates MacGinitie Reading test (GM-RT). An additional ANCOVA was conducted for the GM-RT using the pretest scores from the GM-RT as a covariate. Results indicate that the treatment condition was not favorable to a no treatment comparison for students with adequate word reading and low comprehension. More research into ways to make reading comprehension instruction more effective for Adolescent students with low reading comprehension is warranted.

Download or read book The Moderating Effect of Baseline Word Reading Skills on Reading Comprehension Outcomes for Upper Elementary Students with Reading Difficulties written by Johny Daniel and published by . This book was released on 2020 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with reading difficulties in upper elementary grades comprise a heterogenous population of students with deficits in various areas of reading (i.e., word reading, vocabulary, reading fluency, &/or reading comprehension). To address the needs of this diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading. However, results from intervention studies implementing MCRIs for upper elementary grade students with reading difficulties have been mixed. While some studies have reported significant positive growth for treatment group students compared to controls, others have reported similar growth patterns for treatment and control group students. To gain a nuanced understanding of the effects of MCRIs, some researchers have used moderator analyses to determine if baseline student-level differences predict students' responsiveness to intervention. The goal of the current study is to evaluate if students' baseline word reading skills predict their response to a MCRI. Word reading, a fundamental skill that is a prerequisite to developing reading comprehension skills, has rarely been explored as a moderator for response to MCRIs. Only few studies (Vaughn et al., 2019a; Vaughn et al., 2019b; Wanzek et al., 2017) have explored how upper elementary students with reading difficulties' baseline word reading skills moderate the effects of MCRIs and only one past study has used latent variables to evaluate intervention effectiveness for students with varying levels of baseline word reading proficiencies (Wanzek et al., 2017). The current proposed study is a conceptual replication of the Wanzek et al. (2017) study and proposes to use a latent variable approach to model the moderating effect of baseline word reading on end-of-year reading comprehension. Data from year-one of a randomized controlled trial for third and fourth grade students with reading difficulties will be analyzed to address the following research question: Does preintervention word reading status moderate the effect of a year-long multicomponent reading intervention on reading comprehension for students with reading difficulties in Grades 3 and 4? Results from the study show that baseline word reading was a significant predictor of students' end-of-year reading comprehension performance. Treatment group students who had lower baseline scores performed significantly below on posttest reading comprehension compared to treatment students with comparatively higher baseline word reading scores. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader profile needs