Download or read book The Effects of Using Multi sensory Intervention Activities on Learning Vocabulary Sight words for Below Grade Level Readers written by Sheryl Stewart Kline and published by . This book was released on 2002 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Using a Multi Sensory Approach to Improve Reading Recovery Students Sight Word Recognition written by Wendi S. Shaffer and published by . This book was released on 2007 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to see if using a multisensory approach in teaching sight words would improve reading and writing in Reading Recovery students. A multisensory approach to teach sight word recognition was implemented at the beginning of the school year to four first grade students who scored the lowest of the twenty students given the Ohio Word Test, Writing Vocabulary Test, and running records on benchmark books. It was believed by providing students with multisensory lessons in sight word recognition their writing vocabulary, text level, ans sight word recognition would improve. At the conclusion of the study, the Ohio Word Test, Writing Vocabulary Test, and running records on benchmark books were given as posttests. Findings indicated participating in multisensory lessons increased students' sight word recognition, writing vocabulary, and text level.
Download or read book Success with Sight Words eBook written by Margaret Allen and published by Creative Teaching Press. This book was released on 1999-06-01 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tired of flipping flash cards to improve students' understanding and retention of basic sight words? This resource provides dozens of hands-on, multi-sensory activities to reinforce recognition of essential sight words necessary for reading and writing fluency. Activities include a variety of learning modalities (visual, auditory, and kinesthetic) to ensure success for every student. Also features easy-to-use reproducibles, assessment ideas, and parent-involvement tips. Great for Reading First, Fluency, Vocabulary, and Text Comprehension
Download or read book Effects of Multisensory Sight Word Practice on Reading Fluency written by Joan Padley and published by . This book was released on 2006 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if adding a multisensory approach to teaching and practicing sight words would increase the reading fluency of second grade students in a Level 1 special education class. Students were given a pre- and post-assessment on the list of sight words used in the Marion Independent School District where the study took place. They were assessed weekly on reading fluency and comprehension. A pre- and post- treatment of student attitudes toward reading was also administered. The students demonstrated improvement in both sight word identification and reading fluency at the end of this study.
Download or read book Understanding Developmental Language Disorders written by Courtenay Norbury and published by Psychology Press. This book was released on 2008 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental language disorders (DLD) occur when a child fails to develop his or her native language often for no apparent reason. Delayed development of speech and/or language is one of the most common reasons for parents of preschool children to seek the advice of their family doctor. Although some children rapidly improve, others have more persistent language difficulties. These long-term deficits can adversely affect academic progress, social relationships and mental well-being.Although DLDs are common, we are still a long way from understanding what causes them and how best to.
Download or read book Resources in Education written by and published by . This book was released on 1988-10 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Polar Bear Babies written by Gina Cline and published by . This book was released on 2011-09-01 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Gillingham Manual written by Anna Gillingham and published by Educators Publishing Service, Incorporated. This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this multisensory phonics technique, students first learn the sounds of letters, and the build these letter-sounds into words. Visual, auditory and kinesthetic associations are used to remember the concepts. Training is recommended.
Download or read book The Effect of a Multisensory and Unisensory Intervention on Vocabulary Acquisition written by Adrienne Rock and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose: The purpose of the investigation was to examine and compare the effect of a multisensory and unisensory intervention conditions on novel vocabulary acquisition in typically developing three-year-old children. Method: An adapted alternating treatment research design was used for this investigation in order to evaluate the effectiveness of a receptive word learning task with (multisensory) and without (unisensory) access to speech reading cues. Three participants, ages 3;5 (P1), 3;6 (P2), and 3;0 (P3) were included in the investigation. P1 received nine sessions that were scheduled twice per week for 30 minutes. P2 received two 30-minute sessions per week for four weeks, and P3 received two 30-minute sessions per week for three weeks. Results: Results of the investigation indicate that participants demonstrated evidence for learning novel words in both condition (MSI, UI), however demonstrated increased evidence for learning and acquiring target words when access to speech reading cues were limited (UI condition). Conclusion: These findings reveal that both interventions were found to be effective treatment programs for acquiring vocabulary words in typically developing three-year-old children. However, when access to speech reading cues were removed, participants demonstrated acqusition more efficiently. Future research will replicate the investigation to focus on expanding the participants to include a broader age range and individuals with language delays/disorders.
Download or read book The Effects of Sight Word Interventions on Reading Fluency written by Mya Lynn Heston and published by . This book was released on 2014 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study began after small group reading procedures were established in a first grade classroom. The study focused on the effects of sight word interventions on reading fluency and consisted of five participants who received explicit sight word instruction in a small group. The participants were selected based on a baseline score from a high frequency word assessment and were given the AIMSweb Reading Curriculum Based Measure (R-CBM) to get initial assessment results. A sight word intervention was administered over the course of three weeks. Data was collected and analyzed throughout the course of the study; students were progress monitored using the R-CBM and a word list assessment. Observations were done during each lesson and the number of written and known sight words was documented. An R-CBM progress monitoring probe was given each week. All data was analyzed at the end of the study and conclusions were made about the progress of each participant. It was observed that students' knowledge of sight words and reading fluency increased through the use of sight word interventions.
Download or read book Effects of Multisensory Teaching Methods on Sight Word Learning in Elementary Students with Reading Difficulties written by Turkan Ocal and published by . This book was released on 2008 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Fluency written by Timothy Rasinski and published by MDPI. This book was released on 2021-01-21 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Download or read book Using Pictures to Stimulate Development Through Learning Words written by Mary Kathryn Maher and published by . This book was released on 2008 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of a reading intervention on increasing the sight word recognition using language books across three instructional phases for three students with moderate disabilities. Students' attitudes and parents' perceptions of the instructional methods employed were also assessed. A multiple baseline design across participants was implemented to examine the effect of reading strategies on increasing sight word vocabulary for children with moderate disabilities who were an average age of 17.7 years. All the participants were able to understand simple directions and had limited conversational speech. Target words were selected using parent input. Following baseline condition, during which student performance was assessed using flash cards containing words, the three treatment phases included use of: (a) phase I: personal photographs embedded within the new vocabulary words; (b) phase II: picture communication symbols; and (c) phase III: generalization to flash cards containing only words. Student maintenance of word recognition was also measured. Reading accuracy data were collected during each phase. Participant surveys and parent interviews were analyzed to examine the attitudes and perceptions of their parents. Visual inspection of the data revealed that all the participants increased their sight word vocabulary using both reading strategies, including personal photographs and picture communication symbols. These findings were also supported by exceptionally high levels of percent of nonoverlapping data from baseline to treatment phases and statistical significance on randomization tests. Two of the three participants were able to generalize their knowledge during the flashcard phase. Survey results revealed that two of the three students preferred using personal photographs for learning new vocabulary words. All parents were positive in their assessment of the instructional methods used and reported that their expectations for instruction were met. These findings support previous studies demonstrating that certain reading strategies can be effective for increasing sight word vocabulary for individuals with moderate intellectual disabilities who have severely limited reading ability. Future research can address which of the strategies implemented may be more powerful for similar students.
Download or read book Teaching Sight Words Using Multi sensory Approaches written by Brenda O'Connell and published by . This book was released on 2004 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Sight Word Acquisition by Kindergarten Students the Effects of Multisensory Learning Centers written by Pamela S. Hackbarth and published by . This book was released on 2002 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Reading and Language Intervention for Children with Down Syndrome Teacher s Handbook written by Kelly Burgoyne and published by Down Syndrome Education International. This book was released on 2012-12-11 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Reading and Language Intervention for Children with Down Syndrome (RLI) teaches language and literacy skills following evidence-based principles adapted to meet the children’s specific learning needs. It is designed for pupils with Down syndrome aged 5 to 11 years. The intervention is suitable for beginning readers through to those with reading ages up to 8 years and for students with a wide range of language abilities. Teaching is adapted to meet individual needs through initial assessments of skills and regular monitoring of progress. Together with two accompanying DVDs illustrating teaching techniques and a CD of resources, the handbook offers teachers and teaching assistants the detailed guidance, assessment tools and example teaching materials needed to implement the intervention.
