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 Challenges to Implementing Effective Reading Intervention in Schools written by Barbara Foorman and published by John Wiley & Sons. This book was released on 2016-12-20 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This special issue is a "how to" on overcoming the many systems-level challenges in K–12 public education to implement effective reading interventions for the vast numbers of students reading below grade level. It emphasizes building researcher–practitioner partnerships, providing ongoing professional development for teachers, and removing institutional barriers to change as the keys to effective reading intervention. Interventions for the upper grades focus on the challenges of coaxing content-area teachers to learn new routines for building background knowledge, teaching academic vocabulary, and conducting discussions to foster critical reading and knowledge application. In the primary grades, interventions follow a multi-tiered system of support where enhanced classroom instruction is supported by small-group intervention for struggling readers. The volume also discusses the importance of training special educators to implement data-based individuation. This is the 154th volume in this Jossey-Bass series New Directions for Child and Adolescent Development. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in this subject area. Each volume focuses on a specific new direction or research topic and is edited by experts from that field.

Download or read book Handbook of Research in Emotional and Behavioral Disorders written by Robert Bruce Rutherford and published by Guilford Press. This book was released on 2007-01-10 with total page 642 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brinig together leading reserachers, this book integrates current knowledge on emotional and behavioral disorders in the school setting. Reviewed are a range of evidence-based approaches to identifying, assessing, and intervening with this difficult-to-teach population. School practitioners and educators gain essential tools for developing and evaluating programs to improve student behvior, boost self-control and social skills, and maximize academic achievement. Findings on early intervention and prevention are presented, and inplications for policy discussed. Broad in coverage, the volume also empasizes the importance of interdisciplinary collaboration in service provision and delineates best-practice guidelines for research.

Download or read book The Condition of Education 2018 written by Education Department and published by Bernan Press. This book was released on 2019-06-30 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2018 summarizes important developments and trends in education using the latest available data. The report presents 47 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.

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 an Inference Instruction Intervention on the Inference Generation and Reading Comprehension of Struggling Readers in Grades 6 and 7 written by Colby S. Hall and published by . This book was released on 2016 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is ample evidence that inference generation skill directly contributes to reading comprehension, as well as evidence that struggling readers make fewer inferences than proficient readers. This experimental study examined the effectiveness of a small-group inference instruction intervention on the inference generation and reading comprehension of struggling readers in Grades 6 and 7. The sample comprised 78 students randomly assigned to a small-group inference instruction intervention condition (n = 39) or a business-as-usual comparison condition in which students received computer-delivered English language arts instruction via individualized learning software (n = 39). In the intervention condition, small groups of 3 to 6 students participated in 24, 40-minute sessions. Instruction focused on both text-connecting inferences (e.g., pronoun reference, inferring word meaning from context) and gap-filling inferences (i.e., inferences that require students to integrate their knowledge about the world with information in text). Treatment effects were estimated using multiple regression analyses. Results indicate that membership in the Making Inferences treatment condition statistically significantly predicted higher outcome score for the standardized measure of general reading comprehension skill, the GMRT Reading Comprehension subtest (d = 0.60), but not for any of the three measures of inference skill. Phonemic decoding at pretest was a statistically significant moderator of intervention effects on the GMRT-RC, with treatment effects increasing as students’ levels of phonemic decoding skill increased. The same pattern of effects was evident for the depth of vocabulary knowledge moderator variables, although interaction terms were not statistically significant, p

Download or read book On Reading Books to Children written by Anne van Kleeck and published by Routledge. This book was released on 2003-04-02 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brings together current research on adult book reading to children; chapter authors are eminent scholars from fields of reading and literacy, child language, speech pathology, and psychology, representing diverse perspectives.

Download or read book Conducting Behavioral and Social Emotional Assessments in MTSS written by Nathaniel von der Embse and published by Routledge. This book was released on 2022-01-31 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Conducting Behavioral and Social-Emotional Assessments in MTSS: Screen to Intervene offers effective assessment strategies for improving mental and behavioral health decision-making within multi-tiered systems of support. Accessible to school psychologists, behavior analysts, PBIS team leaders, and other school-based professionals, this applied book features evidence-based practices and case study examples to show how assessment data can drive prevention and intervention services, particularly at Tiers 1 and 2. Specific tools and recommendations for universal screening, problem analysis, and progress monitoring procedures offer a fresh, real-world approach to data-driven implementation of supports across schools.

Download or read book A Two study Examination of Student Engagement and Its Relation to Adolescent Reading Comprehension written by Leah Louise Anderson and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research - which was divided into two parts - was to evaluate the extent to which adolescent reading comprehension research has addressed student engagement and examine the relationship between engagement, classroom practices, students' reading skills, and comprehension. Study 1 reviewed adolescent reading comprehension intervention research published between the years 2000 and 2014 to examine the presence of engagement-enhancing practices. Additionally, it examined the extent to which engagement was measured, the dimensions of engagement commonly measured, the most common methods of measurement, and whether engagement was statistically linked to student outcomes. Study 2 examined whether behavioral and cognitive engagement mediated the impact of classroom practices and conditions on comprehension and whether students' entry-level reading skills moderated the influence of behavioral and cognitive engagement on comprehension. In Study 1, a systematic literature review of adolescent reading comprehension interventions revealed 76 articles (80 studies) published between 2000 and 2014 that were coded for inclusion of engagement-enhancing components and measurement of engagement. Most of these studies (95%) included at least one engagement-enhancing component, but only 9% measured engagement. Findings of the limited studies (3%) that examined the relationship between engagement and outcomes indicated statistically significant effects for interventions that incorporated engagement-enhancing practices. Study 2 used structural equation modeling with two latent predictor factors (classroom practices and engagement) and one observed outcome (comprehension) gathered in the context of a multi-component reading comprehension intervention study designed to increase students' comprehension of complex text. Findings indicated that behavioral engagement significantly predicted comprehension in both the treatment and business-as-usual conditions, but behavioral engagement only partially mediated the impact of classroom practices and conditions on comprehension in the treatment condition. Cognitive engagement did not significantly predict comprehension outcomes, nor did it act as a mediator. Students' entry-level reading skills did not interact with their behavioral or cognitive engagement to predict comprehension. Both studies highlight the importance of engagement and provide preliminary evidence to support the relationship between classroom practices, engagement, and comprehension. More research is needed to better define and measure the multiple dimensions of engagement and determine which specific practices influence engagement, and how they do so. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155109

Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field

Download or read book Contemporary Special Education Research written by Russell Gersten and published by Routledge. This book was released on 2000-03-01 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Considerable research in the past 30 years has accumulated regarding the academic and social functioning of youngsters with disabilities. Only in the past decade has there been sufficient special education research published from which meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education. Among others, specific chapters include: * a synthesis of what is known about effective instructional grouping practices for reading. * an examination of the differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures. * a review of effective instruction for English-language learners. * an examination of the research on behavioral supports for low-incidence special education populations. * a synthesis on how technology supports literary development, across the full spectrum of disabilities categories. These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.

Download or read book Experimental Effects of the Strategic Adolescent Reading Intervention on Reading Performance in High Poverty Middle Schools written by Lowry Hemphill and published by . This book was released on 2015 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The roughly one-quarter of U.S. eighth graders who score below basic on national assessments of reading are poorly equipped for the reading demands of secondary school. They struggle with summarizing and making text-based inferences (NCES, 2013). Intervention in middle school needs to be comprehensive, both because of the heterogeneity of the population of struggling readers and because of the interdependence of components of reading. This study presents preliminary results of a clinical trial of a new multi-component program, the Strategic Adolescent Reading Intervention (STARI). Four Massachusetts school districts served as research sites: two large urban districts, District A and B, and two rural/suburban districts, District C and D. Districts volunteered to be part of the study and solicited schools to participate (in the case of the larger districts) or had all their middle schools participate in the two smaller districts. In each of the participating schools, students scoring below proficient on the state ELA assessment were eligible to participate in STARI. Students in substantially separate special education classes, students who were level 1 or 2 English language learners, and students whose special education plan included intensive, rules-based phonics intervention, were excluded from study participation. Questions guiding the analysis were: (1) What is the intention-to-treat (ITT) estimate of STARI on the Reading Inventory and Scholastic Evaluation (RISE) for a sample of struggling readers in Grades 6 to 8?; and (2) What is the treatment-on-the treated (TOT) estimate of STARI on the RISE subtests? Evaluation results of STARI suggest that a multi-component Tier-2 intervention for struggling adolescent readers can improve a range of reading outcomes including students' ability to decode words, to read connected text with speed and accuracy, to improve their knowledge of word parts, and to improve sentence and text-level comprehension outcomes. By the middle grades, it may be critical to engage struggling readers with curriculum units that tap student interests and provide opportunities to talk about text with teachers and peers. Tables are appended.

Download or read book The Effect of Response to Intervention in Reading on Middle School Students Skills in Reading and Academic Achievement written by Shelley A. Armstrong and published by . This book was released on 2019 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students consistently struggle to achieve adequate levels of proficiency on state and national reading assessments. A quasi-experimental design was used to examine the effects of Response to Intervention (RTI) on middle school students' skills in reading and academic achievement. Also, the study sought to examine how the implementation of RTI changed over time. The sample population consisted of approximately 285 students in Grades 6 through 8 and 39 staff from one middle school in middle Tennessee. Conclusions revealed that students receiving RTI did not improve significantly compared to below grade level readers that did not receive reading intervention; however, paired samples t-tests revealed intervention students in each grade level showed significant improvements in overall comprehension scores.

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 The Middle School Intervention Project written by Deanne A. Crone and published by . This book was released on 2012 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary aim of the Middle School Intervention Project (MSIP) is to evaluate the impact of a multi-component intervention for struggling adolescent readers on reading outcomes. The intervention consists of: (1) targeted, Tier 2 reading and (2) school engagement interventions, and (3) data-based-decision-making (DBDM) teams to review and act on student data. A critical concept in MSIP is that 6th grade students are screened into the targeted, Tier 2 intervention based on 5th grade reading scores. This screening function allows for a regression discontinuity design (RDD). Use of the RDD allows educators to evaluate existing practices in schools, rather than randomly assign half of the schools to receive a prescribed intervention, as in a traditional RCT. Thus, this study is also a test of RDD as a feasible means for conducting rigorous evaluation research with SEAs and LEAs. The purpose of this presentation is to demonstrate the use of RDD to evaluate the impact of a multi-component intervention for struggling readers in middle school. The authors examine the impact of the intervention on the Oregon Assessment of Skills and Knowledge (OAKS), a high-stakes, statewide reading assessment. (Contains 1 table.).

Download or read book The Relationship Between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities written by Alison Boardman and published by . This book was released on 2014 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaborative Strategic Reading (CSR) is a set of research-based strategies designed to improve reading comprehension, enhance students' content area learning, facilitate access to higher-level texts, and to promote student engagement. The present study examines how fidelity of implementation of CSR is associated with reading outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies conducted in middle school language arts and reading classrooms (study 1) and social studies and science classrooms (study 2). Researchers use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. The following questions guided this research: (1) Is higher CSR instructional quality associated with increased student outcomes for adolescents in treatment classrooms, and for a subgroup of students with disabilities?; and (2) Is the amount of CSR instruction related to student outcomes for adolescents in treatment classrooms, and for a subgroup of students with disabilities? Researchers replicated the analysis with two different samples (studies 1 and 2), and compared results to examine the stability of estimated relationships, as well as to answer the secondary research question: How do the characteristics of study participants and program contexts influence the replication of findings? The first study took place in nine low income middle schools in the metropolitan areas of Denver, Colorado, and Austin, Texas. The second study was conducted in three middle schools located in the same large, urban school district in Colorado. Teacher and student participants were part of a school-district-and-university collaboration designed to evaluate the effectiveness of CSR within the context of a district initiative and scale-up study. The samples for both studies included the treatment group from larger randomized control trials of CSR. Teacher quality for both studies was assessed using the CSR Global Quality Rating Score measured through the "Implementation Validity Checklist." Teachers in both studies completed a log to monitor the dosage or amount of CSR intervention children received. The student outcome for both studies was reading comprehension ability, as measured by the reading comprehension subtest of the Gates-MacGinitie Reading Test (GMRT), Fourth Edition. Multilevel (random-intercept) models, as implemented in the software program Hierarchical Linear Modeling 7.0 were used to estimate the effects of CSR on outcomes controlling for pretest scores and student demographics. Both studies found that higher quality CSR instruction is associated with higher student outcomes for students in special education. The standardized coefficients in study 1, however, were nearly double those in study 2. Further research is needed to determine possible explanations for these findings. Tables are appended.

Download or read book Examining the Effect of Hypermedia based Textual Modifications and Cognitive Tools on Middle School Students with Reading Difficulties Comprehension of Scientific Concepts written by Matthew Todd Marino and published by . This book was released on 2006 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: