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 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 Advanced Story Map Instruction on the Reading Comprehension of Students with Learning Disabilities written by Mary Cathleen Gardill and published by . This book was released on 1997 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the effects of advanced story map instruction on the reading comprehension performance of 6 middle school students with learning disabilities. A multiple baseline design across paired students was used. Narrative stories from basal reading programs employed in the participants' school district were selected for use during the baseline and instructional sessions, whereas the story for the generalization probe was derived from a basal program not used in the school. Dependent measures included story grammar questions, basal comprehension questions, story retells, and a consumer satisfaction questionnaire. The study began with a baseline condition in which students received traditional basal instruction and comprehension performance was assessed. During the intervention phase, instruction entailed teaching students to complete advanced story map note sheets using direct instruction. A model-lead-independent practice paradigm was used. Over subsequent phases the amount of teacher support was faded. Finally, generalization and maintenance of learned skills were assessed. The results indicated that the intervention was successful in increasing their reading comprehension scores. All six students increased their performance from the baseline condition to the independent phase condition of the intervention on story grammar and basal comprehension probes. For the majority of students, generalization and maintenance were also evident on the story grammar probes following the intervention. Although, in general, no quantitative differences were found between students' pre and post-intervention retells, the quality of students' post-intervention retells increased in terms of the number of story grammar elements present. Furthermore, the consumer satisfaction questionnaire yielded positive responses from all students. The results were discussed in terms of their implications in teaching reading comprehension.
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 Resources in Education written by and published by . This book was released on 1987 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Symbol Imagery Instruction Versus Visualizing verbalizing Instruction on the Reading Comprehension of Middle School English Language Learners with Specific Learning Disabilities written by Jennifer Bickford-Rivera and published by . This book was released on 2007 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined the effects of two scientifically based academic reading interventions upon students who had no previous opportunity for interventions prior to qualification for special education. The Lindamood-Bell Learning Process offers two programs to intensively intervene with students having difficulty in reading. One of the programs, Seeing Stars, focuses on the development of symbol imagery in phonemic awareness. The other, Visualizing-Verbalizing, develops students' concept imagery. This study compared the effectiveness of the two programs on reading comprehension for middle school English language (EL) learners eligible for special education in the category of Specific Learning Disabilities. In this quantitative study, the independent variable was the method of instruction (i.e., symbol imagery instruction versus visualize-verbalize instruction). The dependent variable was the pre-post change of students' reading comprehension as measured by the Basic Reading Inventory, Ekwall/Shanker Reading Inventory, and the Gray Oral Reading Test (GORT). Overall, the results show reading comprehension growth for most students using either intervention. Except for three students, over the six-week instructional period, participants showed from six months to two years growth, with the mean growth over both intervention groups being nine months. Results suggest that both reading interventions can have a powerful positive impact with English language learners eligible for special education. Key words: Phonemic awareness, symbol imagery, visualizing and verbalizing Strategy, scientifically based interventions.
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 The Influence of Student Engagement on the Effects of an Inference making Intervention for Middle School Students with Reading Difficulties written by Amanda Martinez-Lincoln and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the generally positive effects of evidence-based reading comprehension interventions on students’ outcomes, not all students respond adequately. Moderation analysis provides a statistical approach to examining responsiveness to intervention as a function of student characteristics. The current study was conducted within a parent project that investigated the effects of computer- and teacher-led interventions to improve inference-making for middle school students with reading difficulties. The aim of this dissertation study was to examine factors that affect student engagement, which, in turn, might influence response to an inference-making intervention. Specifically, language status (i.e., monolingual student, English learner), anxiety (i.e., clinical anxiety), mind-wandering (i.e., internal control of attention while reading), and mindset (i.e., motivation and attitude towards reading ability) were tested as potential moderators of effects of an inference intervention in middle school students with reading difficulties. Data was collected with sixty-six middle school students across two Texas schools who were randomized to a computerized version of the intervention, a teacher-led version, or a business-as-usual control. Results indicated a positive relation between anxiety and mind-wandering. In addition, anxiety, mind-wandering, and language status moderated the effects of the computer-led intervention treatment effects for some reading and inference outcomes, but not others. In contrast, no moderator effects were found for the teacher-led group compared to the business-as-usual group. These findings suggest that a consideration of the interaction of students’ characteristics with instructional elements may be important for understanding the effectiveness of reading interventions for middle school students. In particular, the computer version of the intervention was beneficial (i.e., increased inference-making) for students with high levels of anxiety and mind-wandering. Conversely, the computer version of the intervention was not favorable for English Learners
Download or read book International Guide to Student Achievement written by John Hattie and published by Routledge. This book was released on 2013-01-17 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
Download or read book Effects of RAP Paraphrasing and Semantic mapping Strategies on the Reading Comprehension of English Learners and Fully English proficient Students with Mild to moderate Learning Disabilities written by Terry Halterman (Jr.) and published by . This book was released on 2013 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Download or read book The Effectiveness of the I ready and Word Generation Interventions on Middle School Students written by Christina Vagenas-Bischoff and published by . This book was released on 2021 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increasing number of children who struggle with reading and writing has become a significant challenge for the nation's public schools. The purpose of this quantitative study was to explore the relationship between which intervention a student gets and ELA scores of the online reading program i-Ready compared to the Word Generation program in regards to the reading and writing levels of New York City middle school students. The researcher compared New York City state test scores to determine how student reading levels measured with the i-Ready program vs the Word Generation program. This showed which program had a greater effect on reading and writing levels of middle school students. The researcher also measured the relationship of each intervention individually on general education students, students with disabilities, and English language learners. Participants were based on quota sampling. This was a secondary data analysis of existing publicly available data. The researcher accessed school and grade level data that was listed on a public NYC website. This data was gathered as a part of regular assessment and data collection by the state. The researcher requested the standard deviation of the scale scores from the RPSG research department. Participants were a sample of 1324 students, in a middle school in New York, over 2 school years. Participants also had different tiered levels such as ELL, special education and general education. The results showed that there is no statistically significant difference between ELA test scores on the NYS Common Core Exam for students who received the i-Ready intervention in 7th Grade and/or Word Generation intervention in 8th Grade. The results also showed that there was a statistically significant difference in measurements across subgroups of student groups (GenEd, SWD, ELL) and interventions received (I-Ready, Word Generation, No Intervention). Future research should explore individual student level data. Recommendations for educators are discussed.
Download or read book What Really Works in Special and Inclusive Education written by David Mitchell and published by Routledge. This book was released on 2014-01-10 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices. Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field. From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools. Updates to this new edition include: four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system over 350 new references an even wider international focus, including evidence drawn from Asia references to recent developments in neuroscience a new companion website, with extra case studies, links to further reading, journal articles and videos, and an interactive quiz, at www.routledge.com/cw/mitchell This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher. David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education. ‘This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book.’ –Professor John Hattie, University of Melbourne, author of Visible Learning
Download or read book The Relative Effects of Repeated Reading Wide Reading and a Typical Instruction Comparison Group on the Comprehension Fluency and Word Reading of Adolescents with Reading Disabilities written by Jade Wexler and published by . This book was released on 2007 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This experimental study was conducted to examine the relative effectiveness of a Repeated Reading (RR) and Wide Reading (WR) intervention when compared to typical instruction on secondary struggling readers' comprehension, fluency, and word reading. The sample consisted of a total of 96 students (9th through 12th grade) ranging in age from 13-17 in special education reading and English classrooms. Participants included students with learning disabilities (LD), dyslexia, or students selected as students with significant reading difficulties. The investigator paired students on variables of interest (i.e., reading level) within classes and then randomly assigned pairs to one of three groups: repeated reading (N=33), wide reading (N=34), or typical instruction (N=29). Tutors, trained by the investigator, monitored students as they worked in pairs in each treatment condition. Intervention was provided daily for approximately 15-20 minutes for 10 weeks. Treatment effects for each outcome measure were estimated using analysis of covariance (ANCOVA). Results indicate no overall statistically significant differences for any condition. Effects ranged from -.81 to .28 usually hovering around no effect or favoring the C condition over the treatment conditions or favoring the RR condition over the WR condition. Five separate ANCOVAs were conducted using the following dependent variables with each pretest score used as a covariate: (1) Woodcock Johnson Tests of Achievement III (WJIII) Passage Comprehension subtest (RR vs. C = -.10; WR vs. C = -.20; RR vs. WR= .10); (2) Test of Silent Reading Fluency (TOSRE) (RR vs. C =.-31; WR vs. C = -.81; RR vs. WR= .10); (3) Woodcock Johnson Tests of Achievement III (WJIII) Letter-Word Identification subtest (RR vs. C = -.05; WR vs. C = -.11; RR vs. WR = .06); (4) AIMSWeb Oral Reading Fluency System (RR vs. C = -.08; WR vs. C = -.26; RR vs. WR= .18); and (5) Test of Silent Contextual Reading Fluency (RR vs. C =.28; WR vs. C = -.01; RR vs. WR= .28). Results indicate that neither RR nor WR should be implemented for secondary readers with significant reading difficulties and more research into ways to make fluency instruction more explicit and instructional for these students is warranted.
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 Meta Analysis of Reading Comprehension Interventions for Students with Learning Disabilities written by Joseph M. Sencibaugh and published by . This book was released on 2005 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper examines research studies, which focus on interventions commonly used with students who are learning disabled and identify effective methods that produce substantial benefits concerning reading comprehension. This paper synthesizes previous observation studies by conducting a meta-analysis of strategies used to improve the reading comprehension skills of students with learning disabilities. A systematic search of research conducted between 1985 and 2005 yielded 15 studies. The results of the synthesis revealed an effect size (ES) of 0.94 for visually dependent reading comprehension and 1.18 for auditory-language dependent strategies. Two important findings emerged from the synthesis: (a) auditory/language dependent strategies have a greater impact on the reading comprehension skills of students with learning disabilities compared to visually dependent strategies and (b) questioning strategies involving self-instruction and paragraph restatements along with text-structure-based strategies yield the most significant outcomes. Implications from the synthesis related to instructional strategies concerning the outcomes are discussed. (Contains 5 tables.).
Download or read book Neurocognitive Development Disorders and Disabilities written by and published by Elsevier. This book was released on 2020-09-25 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is one volume of a two-volume work on neurocognitive development, focusing separately on normative and non-normative development. The disorders and disabilities volume focuses on disorders of intellectual abilities, language, learning memory as well as psychiatric developmental disorders. The developmental aspects of neurological diseases in children is also covered. Chapters discuss when and how these disorders develop, the genetics and neurophysiology of their operation, and their evaluation and assessment in clinical practice. Assessment, treatment, and long-term outcome are provided as well as advances in methods and tools for assessment. This book will serve as a comprehensive reference to researchers in cognitive development in neuroscience, psychology, and medicine, as well as to clinicians and allied health professionals focused on developmental disabilities (child neurologists, pediatric neuropsychologists, child psychiatrists, speech and language therapists, and occupational therapists.) Summarizes research on neurocognitive developmental disorders and disabilities Includes disorders of intellectual abilities, language, learning, memory, and more Separately covers developmental aspects of neurological diseases in children Features advances in methods and tools of assessment Reviews patient care, rehabilitation, and long-term outcomes Provides interdisciplinary information of use to both researchers and clinicians
