Download or read book The Effects of an Intervention Package on the Reading Comprehension Skills of Urban African American Middle School Students with Emotional Regulation Difficulties written by Mark Wilkerson and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of a treatment intervention package including self-questioning and self-graphing across No choice and Choice conditions on the reading comprehension skills of students classified as having emotional disabilities. The researcher utilized a single-subject multiple-probe experimental design. Participants in this study were middle school-aged students enrolled in a therapeutic after-school program for at-risk youth located in a major city on the East Coast. Participants’ gains were measured by the number of post-intervention session comprehension quiz questions they answered correctly. Progress was measured throughout and after the study using generalization probes and maintenance data point analysis. Percentages of nonoverlapping data, Improvement Rate Difference (IRD) calculations, and visual analysis were used to measure the impact of the intervention on the reading comprehension abilities of the participants. Indirect behavioral assessments were used to measure the participants’ behavioral regulation, compliance, and amount of task engagement. Results demonstrated that the reading comprehension abilities of most participants improved across all phases with the implementation of the reading package. This study broadens the scope of previous research and literature on behavioral and academic interventions for students labeled as emotionally disabled. The experimenter highlighted limitations, recommendations, directions for future research, and implications to assist with the guidance of practical application.
Download or read book The Effects of Reading Comprehension Strategies for Low income Urban African American 12th Grade Science Students written by Yvonne DeVost Isom and published by . This book was released on 2002 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Comprehension Strategies written by Danielle S. McNamara and published by Psychology Press. This book was released on 2007-05-24 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 2007. The focus of this book is on the cognitive processes involved in comprehension, and moreover, on techniques that help readers improve their ability to comprehend text and it is also on reading comprehension strategies. Indeed, the use of effective reading comprehension strategies is perhaps the most important means to helping readers improve comprehension and learning from text.
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 Increasing Reading Skills and On Task Behavior in Alternative School Students Through Empirically Supported Reading Interventions written by Julie F. Dwyer and published by . This book was released on 2009 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading problems can have an extremely adverse effect on a person's quality of life, opportunities in education and employment, and access to enjoyable activities (Daly, Chafouleas, & Skinner, 2005). Unfortunately, almost 20% of students in the United States have significant difficulty learning to read (Good, Simmons, & Smith, 1998). Federal legislation drafted in an attempt to address this important issue (No Child Left Behind Act of 2002, Reauthorization of Individuals with Disabilities Act 2004) propose initiatives that are unclear to teachers and practitioners in terms of how to best instruct students to become successful readers. For older students, and students identified with emotional disturbance, research in this area is considerably lacking. Many students with emotional disturbance have poor reading skills which follow them into the later grades and adulthood. This cycle of poor reading and difficult classroom behaviors often spirals out of control, with each variable negatively and reciprocally impacting the other. The purpose of the present study was to investigate of the impact of a two-pronged reading intervention package on specific reading skill acquisition and levels of on-task classroom behavior exhibited by students in an alternative school setting. The interventions used individualized direct instructional techniques with students who were placed in an alternative educational setting as a result of behavioral symptomatology that was considered to be unmanageable in their home school districts. The two interventions focused on improving reading skills through the development of phonemic awareness/basic phonics skills, and repeated readings with error feedback to improve levels of reading fluency. Additionally, the impact of the intervention was also examined in relation to student classroom behaviors believed to be connected to their frustration with the reading process. Two single-subject multiple baseline across subjects research designs were used to assess the effectiveness of the interventions on reading skill development and on-task behavior, and the order of the interventions was reversed for the second experimental condition in order to address the possibility of order effects. Five upper-elementary and middle school level students completed participation in the study. Results indicated noticeable gains across all students in the area of phonemic segmentation. Assessment results in the areas of word reading, phonetic encoding, and reading fluency showed variable results and flat trend lines, indicating nominal growth in these areas. Additionally, behavioral observation data indicated few patterns of positive behavioral change having resulted from intervention participation. Analysis of study design indicated that the interventions as implemented might have been too short to produce meaningful gains for these students who had long-established patterns of reading difficulty. Generalization of gains made in segmentation to the overall reading process would likely require greater frequency of intervention with more opportunities for repetition and practice. The results of this study indicate that further research is needed in the area of designing reading interventions for students with identified emotional disturbance who are attending an alternative school setting, both to improve their ability to read and to potentially improve their behavior by providing for more opportunities for success with reading tasks.
Download or read book The Effects of an Orton Gillingham based Reading Intervention on Students with Emotional behavior Disorders written by James Breckinridge Davis and published by . This book was released on 2011 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was performed with 4 male students enrolled in a specialized public school for students with emotional/behavior disorders (E/BD). All of the students participated in a 16-week, one-to-one, multisensory reading intervention. The study was a single subject, multiple baseline design. The independent variable was an Orton-Gillingham-based reading intervention for 45 minute sessions. The dependent variable was the students' performance on daily probes of words read correctly and the use of pre- and post-test measures on the Dynamic Indicator of Basic Early Literacy Skills (DIBELS). The intervention consisted of 6 different parts: (a) visual, (b) auditory, (c) blending, (d) introduction of a new skill, (e) oral reading, and (f) 10-point probe. Student behavior was monitored and scored throughout the lessons to compare the relationship between behavior and the number of words read correctly. The results of this study indicate a moderate positive effect on the decoding skills for 3 of the 4 students on raw scores. The greatest improvement in decoding skills was evident in the students' performance on the Nonsense Word Fluency (NWF) task as measured by DIBELS. The researcher was unable to detect a direct correlation between behavior and the number of words read correctly. Patterns suggest, however, that higher behavior scores tended to result in higher numbers of words read correctly. Students and teachers were given questionnaires to measure satisfaction with the intervention. Three of the 4 students who participated in the study reported that they enjoyed working with the researcher, and 3 of the 4 teachers reported an increase in decoding skills transferred across academic areas, although none of the teachers reported any change in the students' disruptive behaviors. The results of this study indicate that some students with E/BD and reading difficulties may benefit from the use of an Orton-Gillingham-based reading intervention. Finally, the researcher presents the limitations to the study. Suggestions for further research are also given.
Download or read book The Effects of a Multi component Intervention Package on the Reading of Elementary Students with Emotional and Behavioral Disorders written by Kristen Elizabeth Mueller and published by . This book was released on 2004 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Culturally Responsive Reading Intervention for African American Students at Risk for Reading Failure written by Alana Oif and published by . This book was released on 2017 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous reading studies have emphasized the importance of providing systematic, explicit, reading instruction for emergent readers. This study sought to determine the effectiveness of Reading RACES (RR), a computer program designed to deliver the repeated reading intervention utilizing culturally relevant passages. Specifically, this study examined the effects of RR on the oral reading fluency (ORF) and comprehension gains for first-grade learners in an urban setting and whether these gains would generalize to novel, generic passages. Five first-grade African American students at risk for reading failure were selected to participate in this study. Results indicated a functional relation between the use of RR and student gains in ORF and comprehension. All students who participated in this study demonstrated moderate to substantial gains on their ORF and comprehension on CR passages. Additionally, the data show that the reading generalized to novel passages and maintained even one month following intervention.
Download or read book Reading Comprehension of Multi ethnic Middle School Students written by Norma Kathleen Francisco and published by . This book was released on 1999 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Based Interventions For Struggling Readers K 8 written by Evan Ortlieb and published by Emerald Group Publishing. This book was released on 2013-06-06 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: The volume highlights best practices of literacy instruction for students who have difficulties in reading. From components of effective pedagogy to instruction for specific populations, this text offers an array of expert perspectives on how to engage, scaffold, and prepare students to meet the multimodal demands of schools today.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Classroom based Assessment written by Gerald Tindal and published by Prentice Hall. This book was released on 1990 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between African American Middle School Students Attitudes Toward Reading and Their Reading Comprehension Level written by LeCharle Webb Harris and published by . This book was released on 2009 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Metacognitive Strategy Training and Attribution Retraining on Reading Comprehension in African American Students with Learning Disabilities written by Mary Schwabe Esser and published by . This book was released on 2001 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effectiveness of an Online Reading Comprehension Intervention for Students with Disabilities written by Bryan Dale and published by . This book was released on 2019 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the California Common Core State Standards (CCSS) initiative to increase educational equity, significant discrepancies between minority populations and the general population in reading comprehension still exist. The gap in achievement is especially prevalent among students with disabilities, as observed in the standardized assessment scores of local high schools in the San Diego Unified School District ("Smarter Balanced Assessment Test Results," 2018). In an effort to contribute to current research on effective reading comprehension instruction and interventions for students with disabilities, this study examined Achieve3000 EmpowerPro, an online reading comprehension program that provides differentiated informational texts as "cold" materials for students followed by reading comprehension questions. The researcher recorded and compared the Lexile levels 24 students with disabilities and 24 students without disabilities at an urban high school in southern California over the course of one school year. Despite evidence of growth, students with disabilities achieved less growth than their peers without disabilities by an average difference of 65 Lexile points. The findings offer several recommendations for school districts and policy makers to take, such as dedicated in class time for Achieve3000 EmpowerPro intervention, individualized schedules for Achieve3000 EmpowerPro activity completions, and one-on-one support for students with disabilities to meet the intended expectations.
Download or read book The Effects of Culturally Matched Materials on the Reading Comprehension of African American Students written by Stacy A. S. Williams and published by . This book was released on 2004 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
