Download or read book Effects of Text Factors on the Vocabulary Comprehension of Secondary Students with Mild Learning Disabilities written by Mary Grace Curtis and published by . This book was released on 1993 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Vocabulary Instruction on Reading Comprehension of Secondary Students with Mild Disabilities written by Allison S. Fisher and published by . This book was released on 2010 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Text to Speech on Reading Comprehension of Students with Learning Disabilities written by Mary Cece Young and published by . This book was released on 2017 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, I implemented the use of technology to investigate the effectiveness of text-to-speech (TTS) on the reading comprehension of students with learning disabilities (LD). In a freshman self-contained classroom, I used the classroom-based text and TTS on four participants during a 48-min English class period for 16 weeks. An A-B-A-B withdrawal design evaluated the effectiveness of TTS on reading comprehension, the dependent variable, measured through accuracy of participants' responses to reading comprehension questions from curriculum-based measures (CBMs). Following intervention, I assessed maintenance of the effect of TTS on reading comprehension for 4 weeks. Additionally, I measured participants' perspectives on the use of TTS when reading using a researcher-developed social validation survey. After visual analysis of the data, results showed a functional relation between the independent variable and participants' increased reading comprehension accuracy as measured by CBMs. Three out of four participants scored higher on reading comprehension using TTS as the intervention when reading instructional passages. Results on participants' oral reading fluency (ORF) also indicated an increased level of words read per min at the end of each condition. Comparison of pre- and posttest achievement on the universal screener (i.e., Lexile) showed that two of four participants increased their reading scores. Maintenance results showed continued increase in reading comprehension accuracy on CBMs with TTS compared to baseline performance. Social validation questionnaires revealed participants enjoyed using TTS to acquire information from literature. Lastly, major findings are discussed with implications for practice and recommendations for future research needed to increase the use of TTS in the classroom.
Download or read book Teaching Reading Comprehension written by P. David Pearson and published by Holt McDougal. This book was released on 1978 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Strategy Instruction for Middle and Secondary Students with Mild Disabilities written by Greg Conderman and published by Corwin Press. This book was released on 2013-02-14 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: This resource features evidence-based strategies for teaching vocabulary, reading, written language, math, and science, as well as study skills, textbook skills, and self-regulation. It provides informal assessments for every content area or skill addressed, case studies that link assessment results, IEP goals, and learning strategies, and application activities with questions and suggested responses.
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 The Impact of Writing to Learn Strategies on the Reading Comprehension of Secondary Students with Learning Disabilities written by Stephanie Yaccarino and published by . This book was released on 2011 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Fluency and Reading Comprehension in Typical Readers and Dyslexics Readers written by Simone A. Capellini and published by Frontiers Media SA. This book was released on 2018-02-22 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading involves decoding and comprehension components and, to become efficient, it requires a large number of cognitive and linguistic processes. Among those, the phonological awareness, the alphabetic principle, the decoding, the fluency, the lexical development and the text comprehension development. The reading comprehension is strongly related with the development of vocabulary, oral language, linguistic skills, memory skills and ability to make inferences, and the world experiences of each individual. These processes become important only when the professional needs to deal with students presenting difficulties in learning how to read. The difficulty using the knowledge of conversion rules between grapheme and phoneme to the word reading construction characterizes the dyslexia, which is a specific learning disorder with a neurological source. These difficulties presented by students with dyslexia interfere in their learning process impairing the learning development. Knowing and following the reading development and its processes, as well as obtaining the punctuation of fluency abilities and students comprehension allow us to understand what happens when the student presents difficulties to read. This could help in the identification of learning disabilities and in the development of intervention programs.
Download or read book Vocabulary Instruction written by Edward J. Kame'enui and published by Guilford Press. This book was released on 2012-05-10 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Download or read book Factors that Affect the Reading Comprehension of Secondary Students with Disabilities written by Karen L. Sanford and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Factors that Affect the Reading Comprehension of Secondary Students with Disabilities Thirty-million Americans are considered functionally illiterate and are unable to complete job applications or understand health care forms. Fifty-seven percent of adults with disabilities believe that job opportunities are limited due to their poor reading ability. Without strong literacy skills, post-secondary college and employment options are limited. The genesis of adult literacy issues can be linked to below-grade level reading at the elementary and secondary school levels. For students with disabilities (SWD), reading deficits are rampant and lead to low self-efficacy and higher drop-out rates. While reading difficulties are not isolated to SWD, there is a significant gap in reading achievement between students with and students without disabilities. Additionally, poor academic outcomes for SWD are related to inconsistency in the application of teaching reading strategies. To understand the factors integral to reading comprehension, this study explored the relative importance of working memory, vocabulary, prior knowledge, word recognition, reading strategies, and motivation-to-read for the reading comprehension of secondary SWD. These variables represent the major constructs of Kintsch’s Construction Integration Model of reading and have been identified in reading comprehension research as the factors integral to reading comprehension. Participants were 158 SWD in grades 9 to 12 attending two large urban northern California high schools. Multiple regression analyses were conducted with the affective and cognitive variables both individually and jointly and, in order of importance, word recognition, vocabulary, reading strategies, working memory, and prior knowledge were found to influence the reading comprehension of secondary SWD. Of the motivation-to-read factors, extrinsic motivation had a statistically significant negative relationship with reading comprehension indicating that internally motivated students had higher reading comprehension ability. Intrinsic motivation was also a significant contributor to reading comprehension when the affective factors were regressed onto reading comprehension. Differences in the relative importance of the cognitive components between low- and high-comprehenders were also noted suggesting that high-comprehenders had more internalized reading abilities than low-comprehenders. The results from this study findings suggest a variety of cognitive and affective factors influence the reading comprehension of secondary SWD. Knowing the relative importance of these variables will help identify appropriate instruction to target key reading deficits. Multi-sensory direct instruction in word recognition and vocabulary is one such method that has promise for secondary SWD.
Download or read book Reading for Understanding written by Catherine Snow and published by Rand Corporation. This book was released on 2002-04-18 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: In fall 1999, the Department of Education's Office of Educational Researchand Improvement (OERI) asked RAND to examine how OERI might improve thequality and relevance of the education research it funds. The RAND ReadingStudy Group (RRSG) was charged with developing a research framework toaddress the most pressing issues in literacy. RRSG focused on readingcomprehension wherein the highest priorities for research are: (1)Instruction
Download or read book The Effects of Video based Macro contexts in Vocabulary Learning and Reading Comprehension for Students with Learning Disabilities written by Fu Xin and published by . This book was released on 1993 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Text to speech on Comprehension for Students with Learning Disabilities in an Urban School written by Tolulope Olayemi Sulaimon and published by . This book was released on 2019 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: The A-B-A-B withdrawal design was used to explore the effects of Text-to-speech (TTS) program (Read & Write Gold 11) on comprehension for 2 fourth grade students with learning disability in an urban school while accessing grade level comprehension text. Participants read fourth-grade level comprehension passages from a reading instruction resource. For each session, the student was timed for 35 minutes to read and answer the comprehension passage. The students manipulated the speech option (Pitch, speed, voice and word pause) of the TTS program to suit them. Results show that the TTS program affected the students0́9 comprehension score. All participants0́9 scores increased when the TTS program was introduced to read the comprehension passages. In addition, the participants found the TTS program easy to use with less or no support. Limitation and implications for future research are discussed in this paper.
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 Dissertation Abstracts International written by and published by . This book was released on 1993-10 with total page 644 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Reading Comprehension to Students with Learning Difficulties 2 E written by Janette K. Klingner and published by Guilford Publications. This book was released on 2015-01-20 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practitioner resource and course text has given thousands of K-12 teachers evidence-based tools for helping students--particularly those at risk for reading difficulties--understand and acquire new knowledge from text. The authors present a range of scientifically validated instructional techniques and activities, complete with helpful classroom examples and sample lessons. The book describes ways to assess comprehension, build the skills that good readers rely on, and teach students to use multiple comprehension strategies flexibly and effectively. Each chapter features thought-provoking discussion questions. Reproducible lesson plans and graphic organizers can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Chapters on content-area literacy, English language learners, and intensive interventions. *Incorporates current research on each component of reading comprehension. *Discusses ways to align instruction with the Common Core State Standards. *Additional instructional activities throughout.
Download or read book Handbook of Disability Studies written by Gary L. Albrecht and published by SAGE Publications. This book was released on 2001-05-24 with total page 865 pages. Available in PDF, EPUB and Kindle. Book excerpt: This path-breaking international handbook of disability studies signals the emergence of a vital new area of scholarship, social policy and activism. Drawing on the insights of disability scholars around the world and the creative advice of an international editorial board, the book engages the reader in the critical issues and debates framing disability studies and places them in an historical and cultural context. Five years in the making, this one volume summarizes the ongoing discourse ranging across continents and traditional academic disciplines. To provide insight and perspective, the volume is divided into three sections: The shaping of disability studies as a field; experiencing disability; and, disability in context. Each section, written by world class figures, consists of original chapters designed to map the field and explore the key conceptual, theoretical, methodological, practice and policy issues that constitute the field. Each chapter provides a critical review of an area, positions and literature and an agenda for future research and practice. The handbook answers the need expressed by the disability community for a thought provoking, interdisciplinary, international examination of the vibrant field of disability studies. The book will be of interest to disabled people, scholars, policy makers and activists alike. The book aims to define the existing field, stimulate future debate, encourage respectful discourse between different interest groups and move the field a step forward.
