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1.
This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults
with reading disabilities. Sixty-four adults participated. A clinic that assesses learning disabilities identified 22 as reading
disabled, and 42 as normal readers. The 64 adults took a reading comprehension test under both timed and untimed conditions.
Other skills measured included vocabulary, word reading, non-word reading, spelling, arithmetic, and short-term memory. Under
timed conditions, there were significant differences between the participants with reading disabilities and the normally achieving
participants. All of the reading disabled participants in the present study benefited from extra time, but the normally achieving
readers performed similarly under the timed and untimed conditions. Further, in the untimed condition, the performance of
the individuals with a less severe reading disability was not significantly different that of the Average readers. The study
suggests that extra time during testing is an appropriate accommodation to help individuals begin to compensate for reading
disabilities. 相似文献
2.
Kirby JR Silvestri R Allingham BH Parrila R La Fave CB 《Journal of learning disabilities》2008,41(1):85-96
The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading history, learning strategies, and learning approaches. The results indicated that students without dyslexia obtained significantly higher scores than students with dyslexia in their reported use of selecting main ideas and test taking strategies. Students with dyslexia reported significantly greater use of study aids and time management strategies in comparison to students without dyslexia. Moreover, university students with dyslexia were significantly more likely to report a deep approach to learning in comparison to university students without dyslexia. Reading ability correlated positively with selecting main ideas and test taking strategies and negatively with use of study aids. The authors interpret the learning strategy results as consequences of and compensations for the difficulties that students with dyslexia have in word reading. 相似文献
3.
This study documents the amount and quality of reading instruction provided to second‐ through fifth‐grade students with learning disabilities provided resource‐room services. Reading instruction provided by 10 special education resource‐room teachers was observed. Findings reveal that teachers and students were on task during instructional time that included phonological awareness, word study, comprehension, reading fluency, and vocabulary instruction of average to high average quality. Although class size was small overall, whole‐group instructional delivery was most common. Students made statistically significant gains in oral reading fluency but did not increase their standard scores on measures of comprehension or word reading. © 2010 Wiley Periodicals, Inc. 相似文献
4.
Silvana M. R. Watson Robert A. Gable Sabra B. Gear Kimberly C. Hughes 《Learning disabilities research & practice》2012,27(2):79-89
Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores the fact that comprehension problems are evidenced by a heterogeneous group of students. We argue that it is important for teachers to align an intervention with a specific area of difficulty (e.g., teaching prefixes and suffixes to increase reading vocabulary). We highlight research‐based interventions advocated by the National Reading Panel and offer ways that teachers can match specific strategies with the individual needs of students with problems in reading comprehension. Finally, we emphasize that whatever strategy is selected, it should be structured, explicit, scaffolded, and intense ( Williams et al., 2005 ). 相似文献
5.
Reading performance is a primary concern in both regular and special education. Reading is also the dominant medium through which educators conduct lessons, or students acquire information in subjects such as science and mathematics. Reading performance can be measured in a variety of ways. The present study examined the performance of students with mild educational handicaps (n = 28) or learning disabilities (n = 38) on a combination of norm-referenced and curriculum-based assessment (CBA) approaches that used science content. Overall, there were no significant differences between the samples on measures of word recognition, but significant differences favoring students with learning disabilities did occur in comprehension. 相似文献
6.
Lederer JM 《Journal of learning disabilities》2000,33(1):91-106
Reading comprehension relies on the use of metacognitive strategies. Reciprocal teaching has been found to be an effective comprehension technique to use with students with learning disabilities. This study examined the effectiveness of reciprocal teaching during social studies instruction with several students with learning disabilities in fourth-, fifth-, and sixth-grade inclusive classrooms. One hundred and twenty-eight students in Grades 4, 5, and 6 participated. Four comprehension assessments were administered, as well as an external measure and 30-day maintenance assessment. A mixed-design MANOVA was used to determine interaction on three reading comprehension measures. Results indicated that all students improved their performance on comprehension measures compared with students in the control groups. Improvement continued to be displayed after 30 days in both the sixth and the fourth grades. Students with learning disabilities significantly improved their ability to compose summaries compared to the control students. 相似文献
7.
The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional
reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program
to increase sensitivity to instruction for middle school students with reading disabilities (RD). Three different modules
(Alternating, Integrated, and Additive) of the Reading Achievement Multi-Modular Program were implemented with 90 middle school
(sixth to eighth grades) students with reading disabilities. Instruction occurred 45 min a day, 5 days a week, for 26 weeks,
for approximately 97 h of remedial reading instruction. To assess gains, reading subtests of the Woodcock Johnson-III, the
Gray Silent Reading Test, and Oral Reading Fluency passages were administered. Results showed that students in the Additive
module outperformed students in the Alternating and Integrated modules on phonological decoding and spelling and students
in the Integrated module on comprehension skills. Findings for the two oral reading fluency measures demonstrated a differential
pattern of results across modules. Results are discussed in regards to the effect of the organization of each module on the
responsiveness of middle school students with RD to instruction. 相似文献
8.
Molly S. Stebbins Melissa Stormont Erica S. Lembke David J. Wilson Dana Clippard 《Exceptionality》2013,21(1):58-70
The current study detailed the manner in which one school district monitored the effectiveness of the Wilson Reading System for students with disabilities who were experiencing difficulty with reading. Effectiveness was measured by growth in the reading skills that have been documented to be critical for successful readers. Twenty fourth- and fifth-grade students participated in the Wilson Reading System for two consecutive years. Pretest and posttest reading scores from the Scholastic Reading Inventory and the Woodcock-Johnson III Tests of Achievement were examined. Results revealed gains in the students' reading comprehension skills as well as their overall basic reading skills, including word decoding and reading fluency. Limitations of this type of applied research are discussed. 相似文献
9.
王睿 《佳木斯教育学院学报》2012,(2):323-323
阅读理解是一门综合考查学生英语词汇、语法、速度和准确度同时兼顾学生对于英式思维和文化的理解和掌握度的语言考试。学生面对平时的英语考试及大学教育所要求的全国英语四六级考试,必须加强自身英语阅读理解的能力。 相似文献
10.
Accommodation policymaking and practice should be guided by empirical research and informed clinical judgment. Findings from our study can provide information to test users about the validity of inferences that can be made from scores obtained from accommodated test administrations for students with disabilities. The factor structure of the newly revised Scholastic Aptitude Reasoning Test (SAT®, 2005) was examined across two groups of students (students without disabilities tested under standard time conditions, and students with disabilities tested with extended time) to determine whether the test measures the same construct for both groups. Invariance across the two groups was supported for all parameters of interest, suggesting that the scores on the Critical Reading, Math, and Writing sections of the SAT Reasoning Test can be interpreted in the same way when students have an extended‐time administration as opposed to the standard‐time administration. 相似文献
11.
Reading First, Part B of Title 1 of the No Child Left Behind Act of 2001, provides support for states with approved programs
to improve the reading achievement of early elementary students in high poverty, chronically low achieving schools. The purpose
of this study is to examine the extent to which the Reading First program in the state of Michigan is making progress in meeting
this goal after five years of implementation. The study design makes use of the reading comprehension achievement test results
for cohorts of students who entered the program in different years and who took the test two or three times while attending
a Reading First school in Michigan between 2002 and 2006. The results indicate that overall the students showed significant
gains in reading comprehension; further, students with three years in Reading First tended to score higher than those with
two years in Reading First. However, students whose socio-demographic characteristics place them at an educational disadvantage
(e.g., eligibility for subsidized lunch) made relatively modest gains in reading comprehension. In addition, any negative
effects attributable to such student characteristics are compounded when the student body in the school is composed of a large
percentage of students with the same characteristic. These results suggest that while a successful program overall, Reading
First is not comprehensive enough to counteract the socio-demographic problems of extremely high poverty schools.
相似文献
12.
This study investigated both quantitative and qualitative differences between subjects with and without learning disabilities (LD) across three grade levels on two tasks requiring active processing of story grammar. There was no evidence, for either task, of developmental differences in relation to either story comprehension or production. However, there were significant differences between students with LD and normally achieving students in the amount as well as the type of information included in the retellings and written stories. The results provide support for the hypothesis that students with LD have acquired a rudimentary but not fully developed schema for narrative prose. 相似文献
13.
The current study aimed to examine performance times during text reading and question answering of students with and without a history of reading difficulties. Forty-three university students with a history of reading difficulties (HRD) were compared to 124 university students without a history of reading difficulties on measures of word and nonword reading rate, text reading rate and comprehension, and question answering times. Results showed that students with HRD demonstrated slower word, nonword, and text reading rates than their peers, but had comparable reading comprehension scores. Results also showed that students with HRD took longer to answer specific types of questions even when reading rate was controlled. Specifically, when word reading rate was controlled, students with HRD took longer to answer vocabulary, literal, inferential, and background knowledge questions. When text reading rate was controlled, they still took longer to answer literal, inferential, and background knowledge questions. These results suggest that students with a history of reading difficulties require extra time to complete reading comprehension measures for reasons other than just slower word and text reading rate. Findings of this study have implications for supporting university students with a history of reading difficulties. 相似文献
14.
15.
Christine Montecillo Leider C. Patrick Proctor Rebecca D. Silverman Jeffrey R. Harring 《Reading and writing》2013,26(9):1459-1485
Given the increase of bilingual students in the K-12 public school system, understanding reading comprehension performance, especially among this population, has been a major focal point in the research literature. This study explores the nature of reading comprehension among a sample of 123 Spanish–English bilingual elementary students. We add to the existing knowledge base regarding reading comprehension in two significant ways: (1) augmenting the Simple View of Reading by testing the role of both vocabulary depth contribution and dual-linguistic ability in English reading comprehension; and (2) questioning the manner through which reading comprehension is understood through measurement and conceptualization. Specifically, we build a comprehensive model of reading comprehension that tests the effects for vocabulary depth, Spanish oral language, and biliteracy. In line with previous research that suggests different reading measures tap different abilities, we test our model for three different measures of reading comprehension: a cloze exercise, a passage and multiple choice based test, and a timed silent sentence reading judgment task. Our findings converge with previous research on the role of vocabulary depth in reading comprehension and also challenge prior work which has compared different reading measures. Implications for theoretical and empirical approaches to understanding reading comprehension, specifically among Spanish–English bilingual students, are discussed. 相似文献
16.
Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background. 相似文献
17.
Yin-Kum Law 《教育心理学》2014,34(4):470-494
The present study aimed to compare the effectiveness of two types of cooperative learning groups used in reciprocal teaching (RT) classes (i.e. high-structured vs. low-structured groups) for enhancing students’ reading comprehension. The participants were 235 Hong Kong Chinese Grade 6 students in nine classes. Reading comprehension tests and questionnaires were used to investigate students’ reading comprehension, teachers’ cognitive support and perceptions of cooperative learning. The findings indicate that high achievers from the low-structured RT group significantly outperformed high achievers from the high-structured RT group in post-test reading comprehension, whereas low achievers from the high-structured RT group significantly outperformed low achievers from the low-structured RT group in follow-up reading comprehension. Students from the high-structured RT group reported higher scores for their perceptions of cooperative learning than students from the low-structured RT group. 相似文献
18.
Visual discrimination of letter-like forms and its relationship to achievement over time in children with learning disabilities 总被引：1，自引：0，他引：1
The purpose of this study was to better understand whether visual discrimination abilities are related to reading intelligence and other achievement areas in children with learning disabilities and normally achieving children. Children with visual discrimination problems were identified using the Gibson letter-like visual discrimination task. This task was given to a large sample of children with learning disabilities as well as a sample of normally achieving children. All children were followed throughout elementary school. Results indicated that children with learning disabilities who had visual discrimination problems at 6 or 7 years of age performed more poorly in reading and general achievement over the elementary school years in comparison to the other children with learning disabilities and compared to normally achieving children. Discussion centers around the importance of this skill for reading. 相似文献
19.
This exploratory study was designed to evaluate the interplay of students’ rate and comprehension in independent silent reading of accessible text, within the frameworks of the Simple View of Reading and the RAND Reading Study Group. In the first phase, 61 sixth graders were given a reading test (GRADE), a motivation questionnaire, and an on-screen measure of comprehension-based silent reading rate (SRF-O, adapted from aimswebPlus SRF) with on-grade and below-grade text. Two-thirds of students had perfect or near-perfect SRF-O comprehension, but the other one-third had moderate to poor comprehension. These weaker SRF-O comprehenders had relatively low GRADE scores, but others with comparable GRADE scores comprehended well on SRF-O. The poorest SRF-O comprehenders read with increasing rate and decreasing comprehension across the SRF-O texts. In the second phase, the 21 students with weaker SRF-O comprehension took an oral reading fluency (ORF) test and a paper form of the silent reading rate measure (SRF-P) in a one-on-one setting. All students comprehended well on SRF-P and their SRF-P rates correlated highly with GRADE and ORF. Results support the view that poor comprehension in independent silent reading of accessible text may be due to factors other than reading ability (such as assessment context) and that, when students read with comprehension, their rate is a good indicator of their reading ability.
相似文献20.
杨晓健 《金陵科技学院学报(社会科学版)》2007,21(3):84-87
利用英语阅读焦虑量表,调查了92名非英语专业一年级大学生的英语阅读焦虑状况以及对阅读理解成绩和英语高考成绩的影响。结果表明:非英语专业一年级大学生中半数以上存在阅读焦虑,且焦虑等级较高;阅读焦虑与阅读理解成绩呈中度相关,阅读焦虑程度对阅读理解成绩有一定影响。阅读焦虑与高考英语成绩呈显著负相关,阅读焦虑程度越高,英语成绩越低;阅读理解成绩高分组的阅读焦虑低于低分组的阅读焦虑,但不存在显著性差异。 相似文献