Download or read book Examining the Lived Experience of Students with Reading Comprehension Learning Disabilities and the Perceived Value of the Accommodations Received written by Katie M. Dodge and published by . This book was released on 2012 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with learning disabilities, including a reading comprehension learning disability, are attending higher education institutions at an increasing rate. As a result, higher education institutions will need to be prepared to accommodate these students, especially with those accommodations perceived as most valuable by the students who use them. This phenomenological study gave a voice to the lived experiences of eight Midwestern community college students diagnosed with a reading comprehension learning disability. Interviews with these students identified the perceived value of the accommodations they receive and how these accommodations contribute to their self-efficacy and perceptions of academic success. Study conclusions will provide institutions of higher education with knowledge as to the accommodations students diagnosed with a reading comprehension learning disability perceive as most valuable to their academic success.
Download or read book Examining Student Experience Perceptions and Quality of Reading Instruction for Secondary Students with Significant Reading Disabilities written by Melodee Anne Walker and published by . This book was released on 2016 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Observation studies afford an opportunity to examine the extent to which prevailing practices in reading instruction for older students with reading difficulties and disabilities align with research-based recommendations from practice guides (e.g., Kamil et al., 2008), reports (e.g., Carnegie Council on Advancing Adolescent Literacy, 2010), and syntheses of research on interventions for older struggling readers, including students with learning disabilities (e.g., Edmonds et al., 2009; Faggella-Luby & Deshler, 2008; Scammacca, Roberts, Vaughn, & Stuebing, 2013; Swanson & Hoskyn, 1998). However, a recent systematic review of the literature from 2005 to 2014 revealed only four observation studies of reading instruction for students with learning disabilities (Walker & Stevens, 2016). Only one of the identified studies examined reading instruction for secondary students. This study had two central purposes: (1) observe and describe reading instruction for 6th grade students identified with significant reading disabilities, and (2) describe student perceptions and motivations related to reading and reading instruction. Eight teacher and ten student participants were observed across two school sites in English language arts (ELA), reading intervention, and social studies classes. Observational data were collected related to instructional events in reading, opportunities for text reading, instructional groupings, global instructional quality, student engagement, and classroom management. Interview and self-report data were collected from students with regard to reading perceptions and motivation. Teacher self-report data with regard to reading instruction facilitated the interpretation of the findings. Results indicated that student participants received instruction that was largely undifferentiated from their typically performing peers, with the exception of explicit, systematic instruction in word reading instruction and fluency practice. Connected text reading was predominantly in the form of grade-level trade books or standardized reading passages. Whole class instruction was the most prevalent grouping structure across class sizes ranging from 5 to 33. Vocabulary instruction was limited to 10% of all reading instruction, whereas comprehension instruction was 39% of all reading instruction. Comprehension instruction was primarily reading comprehension monitoring. Student self-report responses on a motivational survey were in strongest agreement on items related to students indicating motivation to read because of its utility, social responsibility, and social approval goals.
Download or read book Perceptions Regarding Comprehension and Self efficacy in Students with Autism Spectrum Disorder written by Kevin Charles Hogge and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this embedded multiple case study was to explore perceptions of reading comprehension interventions in students with autism spectrum disorder (ASD) at public schools within the Commonwealth of Virginia and to discover common themes and strategies that help students with ASD. The sample pool consisted of approximately 62 students. The sample size included nine participants chosen through a purposeful sampling method relying on a maximum variation procedure. The research question focused on the lived experiences of students with ASD and their perceptions regarding reading comprehension and self-efficacy. The theory guiding this study was Bandura's theory of self-efficacy; that is, as students begin to believe in their abilities to complete tasks, they will see greater academic success. Data collection included interviews, direct observations, and document analysis. Data was entered in NVivo 12 for Windows to provide consistency in data input. Coding extracted major themes and consistencies in the research data. Through in-depth data collection and data analysis, I discovered five major themes in my study. Students with ASD experienced frustration with reading, fear of asking for assistance, difficulty understanding complex reading skills, career readiness anxiety, and lack of self-efficacy. Participants' frustrations with reading focused on reading comprehension and decoding skills. The fear of asking for assistance concentrated on embarrassment in asking for help and the lack of time for additional assistance. The difficulty in understanding complex reading skills circled around figurative language and reading connections. Career readiness anxiety regarded reading in the workplace and the possibility for advancement. Lastly, the lack of self-efficacy was highlighted by feelings of inadequacy and negative feelings about abilities.
Download or read book Handbook of Reading Disability Research written by Anne McGill-Franzen and published by Routledge. This book was released on 2010-09-17 with total page 1175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.
Download or read book Accessibility Inclusion and Action in Medical Education written by Association of American Medical Colleges and published by . This book was released on 2018-03-09 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: To capture the current state of disability in medical education, the AAMC and the University of California, San Francisco, School of Medicine partnered to publish a new report drawn from the lived experiences of learners with disabilities. This publication weaves together major themes from interviews with 47 students, residents, and physicians with disabilities to identify cultural and structural barriers and catalyze institutional policies that support all qualified learners, regardless of disability, throughout the medical education continuum. The report highlights key considerations that leaders in academic medicine can implement to increase meaningful access for learners with disabilities, including:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book What Reading Research Tells Us About Children With Diverse Learning Needs written by Deborah C. Simmons and published by Routledge. This book was released on 1998-09 with total page 407 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this book is to communicate findings of a research synthesis investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children's reading performance. The synthesis--completed by the National Center to Improve the Tools of Educators (NCITE) and sponsored by the U.S. Department of Education's Office of Special Education Programs--was conducted as part of NCITE's mission to improve the quality of educational tools that largely shape practice in American schools.
Download or read book Keeping Score for All written by National Research Council and published by National Academies Press. This book was released on 2004-09-02 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploratory Study to Examine General Education Teachers Perceptions about Accommodations for Students with Learning Disabilities written by Kathleen Marie Gardner and published by . This book was released on 2004 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Comprehension Difficulties written by Cesare Cornoldi and published by Routledge. This book was released on 2016-10-17 with total page 390 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 Perceptions of Accommodations in the Success of College Students with Learning Disabilities And or Attention Related Disabilities written by Tara Beatrice Perry and published by . This book was released on 2005 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Efficacy of Assistive Technology Interventions written by Dave Edyburn and published by Emerald Group Publishing. This book was released on 2015-06-11 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Advances in Special Education Technology series is designed to focus international attention on applications of technology for individuals with disabilities.
Download or read book Examining Comprehension when Using a Student reads aloud Accommodation on Two Text Types written by Angela Monique Overton and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: In an effort to find evidence of the effectiveness of an accommodation which students with reading based disabilities are allowed to use on state assessments, a group of 11 fifth graders identified as having a reading based disability and having at least one reading goal in their Individual Education Programs (IEP) were given a series of short passages to read independently. The passages were of both narrative and expository types and were read both aloud and silently by the students. At the conclusion of each passage, the students were asked to answer a set of comprehension questions based on the preceding passage. Once the data were compiled, comparisons were made between the type of text read and the condition under which the text was read to determine whether allowing the students to read aloud had a positive effect on their comprehension of material. Students were allowed to revisit the passages when answering the comprehension questions and were given as much time as was needed to complete each task. The results of the study indicate an interaction between the main effects of reading condition and text type; however, the small sample size limits generalizations.
Download or read book Learning disabilities screening and evaluation guide for low and middle income countries written by Anne M. Hayes and published by RTI Press. This book was released on 2018-04-29 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
Download or read book Differences in Calibration of Reading Comprehension and Self efficacy Across Achievement Levels and Learning Disability Status written by Tamara E. Molitch-Hou and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Results from the current research study comparing self-perception of reading comprehension skills in upper elementary students with and without learning disabilities are discussed. Findings suggest that there are significant differences in calibration levels for students of different achievement levels. Students of higher achievement demonstrate better calibration, than those of lower reading ability. Additionally, typical students demonstrate better calibration than do students with learning disabilities. Implications for instruction and intervention based on these results are described.
Download or read book Exploring Factors that Affect the Accessibility of Reading Comprehension Assessments for Students with Disabilities written by Jamal Abedi and published by . This book was released on 2008 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to explore factors that affect the accessibility of reading comprehension assessments for students with disabilities. The study consisted of testing students using reading comprehension passages that were broken down into shorter "segments" or "chunks." The results of the segmenting study indicated that: (a) segmenting did not affect reading performance of students without disabilities; suggesting that it does not compromise the validity of reading assessment; (b) segmenting did not affect reading performance of students with disabilities; (c) the segmented version had a higher reliability for students with disabilities without affecting the reliability for students without disabilities; and (d) no trends were observed with student motivation, general emotions and moods with respect to the segmented assessment. The study also introduced the idea of incorporating some commonly used accommodations for students with disabilities, such as "test breaks," into the assessment. Limitations of the study included a disability sample with mostly students with specific learning disabilities and a high number of ELL students, as well as a reading assessment that only tested for reading comprehension and not other components of reading. More research using the methods in this study with different subjects can potentially shed additional light on accessibility issues in reading comprehension tests. (Contains 15 tables and 2 figures.).
