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1.
To compare the efficacy of instructional programs for adult learners with basic reading skills below the seventh grade level, 300 adults were randomly assigned to one of three supplementary tutoring programs designed to strengthen decoding and fluency skills, and gains were examined for the 148 adult students who completed the program. The three intervention programs were based on or adapted from instructional programs that have been shown to benefit children with reading levels similar to those of the adult sample. Each program varied in its relative emphasis on basic decoding versus reading fluency instruction. A repeated measures MANOVA confirmed small to moderate reading gains from pre- to post-testing across a battery of targeted reading measures, but no significant relative differences across interventions. An additional 152 participants who failed to complete the intervention differed initially from those who persisted. Implications for future research and adult literacy instruction are discussed.  相似文献   

2.
The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading challenges, students must engage in higher order thinking and reasoning. To provide opportunities for students to successfully respond to such challenges, teachers must have an understanding of the expectations in the Standards, and of the learning needs of students with LD. Teachers can assure success for adolescents with LD by selecting proven instructional procedures and engaging in collaboration to provide students with the supports they need. Examples of one evidence‐based practice, Content Enhancement, are provided to illustrate instructional protocols for teachers of diverse classes that include adolescents with LD.  相似文献   

3.
The Common Core State Standards and the continued inclusion of students with learning disabilities (LD) in Tier 1 classrooms are changing how close reading of texts occurs in English Language Arts classrooms. Therefore, understanding the potential impact of literacy‐related evidence‐based practices during Tier 1 instruction that includes students with reading‐related disabilities is essential. This article reviews the research on story‐structure instruction for students with LD and at‐risk for failure. Findings across 16 studies indicate several features of strong methodological designs including random assignment and inclusion of students with LD. However, substantial limitations in the research base include contradictory outcomes, limited outcomes disaggregated for students with LD, reliance on researcher‐developed measures, a lack of instructional features to support students with LD, and limited features of feasible implementation.  相似文献   

4.
The changing job market requires a sophisticated array of literacy skills that adolescents with learning disabilities reading below grade level have not yet acquired. This summary of the research on reading comprehension highlights emerging findings and related instructional conditions necessary to achieve optimal student outcomes with limited instructional time. Limitations in the existing evidence base are addressed via four factors for future research and development agendas: (a) use theory to inform research and practice, (b) study the role that dosage plays as an independent variable, (c) study tiered models of instruction that are applicable for use in middle and high school settings, and (d) study factors that can enhance scaling of reading comprehension interventions.  相似文献   

5.
This study focused on accelerating development of science knowledge and understanding at the primary level (grades 1 – 2) as a means for enhancing reading comprehension (i.e. early literacy). An adaptation of a grade 3 – 5 cognitive-science-based, instructional model (Science IDEAS) that integrated science with reading and writing, this year-long study implemented daily 45-min instructional periods emphasizing in-depth, cumulative learning of science core-concept “clusters” while integrating science and literacy in a manner that provided teachers with a thematic focus for all aspects of instruction. Results (a) confirmed the feasibility of implementing the integrated, in-depth science model at the primary level and (b) showed that experimental students obtained significantly higher achievement on Iowa Tests of Basic Skills Science and Reading tests than comparable controls. Discussed are curricular policy implications for increasing the instructional time for content-area instruction at the primary level.  相似文献   

6.
While many embrace balanced literacy as a framework for quality literacy instruction, the way in which teachers operationalise the tenets of balanced literacy can vary greatly. In the present study, 581 teachers in the United States completed questionnaires concerning: (a) their beliefs about literacy skills and literacy instructional strategies that are most essential to reading success; and (b) their implementation of balanced literacy instruction in their classrooms. Results reveal that teachers varied in their implementation of reading and writing routines, with teachers reporting participating less frequently in writing activities. Teachers' implementation of balanced literacy routines varied as a function of the grade level they taught, but not additional certifications or years of experience. In addition, teachers' participation in reading and writing routines was related to their literacy beliefs, particularly their belief in the importance of code‐based literacy skills.  相似文献   

7.
Supplemental reading instruction provides a way to improve the reading outcomes of students at risk for reading difficulties and to meet the challenges produced by increases in student diversity in today’s classrooms. The research–based intervention described in this article includes intensive, explicit, and systematic reading instruction in five areas: fluency, phonemic awareness, instructional–level reading with an emphasis on comprehension, word analysis, and spelling. This intervention was effective in improving the reading skills of low SES, second–grade English monolingual and English–language learners.  相似文献   

8.
This study explored whether over-the-counter continuous voice recognition software could be used to support the delivery of a standardized reading curriculum to adults with low-level literacy skills. Three primary questions were addressed in the study. First, how readily could mass-market continuous voice recognition software programs be adapted for use in adult literacy training? Second, what role(s) might the voice recognition technology play in facilitating the computer-based delivery of a standard text-based reading curriculum? And third, does the use of the voice recognition software positively affect the technological skills and computing comfort levels of adults with low-level literacy skills? Five adults with low-level literacy skills completed the computer-based curriculum, using the voice recognition software to practice and check their reading and writing efforts. A literacy tutor guided the participants through the curriculum, recorded and saved the participants' responses and videotaped the sessions for subsequent analysis. The findings reported here suggest that currently available over-the-counter continuous voice recognition technology, while essentially effective and accurate with fluent readers, is not yet ready, as a stand-alone system, to meet the needs of these adults with low-level literacy skills. The voice recognition software was most effective when it was used in the presence of a tutor. Having tutors provide on-going and immediate support to learners was a vital component of literacy training in this computer-based environment. In general the computer-based programs seemed to provide participants with a `motivational boost'. Specifically, the computer-based lessons helped develop participants' technological skills and confidence levels and promoted sustained focus on instructional tasks. Implications associated with these findings for future research with voice recognition software and adult literacy training are discussed.  相似文献   

9.
A linear structural model was studied to investigate the factors affecting reading literacy and mathematical literacy skills of 15-year-old students in the Programme for International Student Assessment (PISA) 2000 data across different cultural settings. Brazil, Japan, and Norway were selected for the purpose of comparison on the basis of their rankings in the PISA 2000 study. The factors studied were attitudes towards reading, student-teacher relations, classroom climate, communication with parents, use of technology, attitudes towards mathematics, and reading literacy. The results indicated that the latent independent variable with the strongest effect on mathematical literacy is the use of technology in Brazil, communication with parents in Japan, and attitudes towards reading in Norway. In all the three countries, reading literacy has the strongest effect on mathematical literacy skills; mathematical literacy has a stronger relation to attitudes towards mathematics; attitudes towards reading is negatively related to mathematical literacy measures but positively related to reading literacy measures, and finally, communication with parents has a positive relation with reading literacy skills. A disciplined classroom environment fosters more success in PISA tests in Japan; on the other hand, in Brazil a reversed result is found for this particular variable. The use of technology has a strong influence on reading skills in Brazil; however, no and negative effects of this variable are observed in Norway and Japan respectively. These findings are discussed with reference to cultural context.  相似文献   

10.
In this article, we present the position that students with special needs, regardless of causation, share the same basic needs for literacy instruction. What sets special needs learners apart from higher performing learners is that systematic, explicit instruction appears to be critical rather than merely beneficial and that special needs students require more instructional time and opportunity to practice reading. The need for greater explicitness and time intensity does not, however, change the content of what composes good literacy instruction. We take the position that general education should maintain primary responsibility for literacy education for all children, with special educators and reading specialists providing instructional support and, if necessary, additional instructional intensity and practice opportunities. Obstacles to providing quality literacy instruction are examined, and a school-based case study in which these obstacles have been largely overcome are presented.  相似文献   

11.
We present a case study of the language and literacy development of a deaf child, Marcy, from preschool through sixth grade. The purpose of the project was to examine the connection between language and reading and to provide insight into the relationships between them. To compile the case study, we analyzed data from nine years of follow-up, including listening, speech articulation, semantic, syntactic, reading, and writing information drawn from a number of informal and formal assessments. Annual evaluation of language and literacy skills was used to select educational placements, as well as instructional methods, strategies, and materials. Given that Marcy began school at 4 years of age, mute and without expressive language of any form (oral or sign), it may at first appear remarkable that she read narrative and expository text as did her hearing peers by sixth grade, because a substantial body of research shows that most deaf students read at the fourth-grade level by high school graduation (review by Paul, 1998). However, those responsible for Marcy's education prevented reading failure by carefully planning, instituting, and monitoring elements of language and literacy instruction. We present Marcy's progress and instruction by grade level and discuss it within the framework of phases/stages of reading development. We hope that the resulting case study may serve as an example of the language-reading connection, an awareness important not only for the literacy instruction of deaf and language-challenged children but for hearing students as well.  相似文献   

12.
Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi‐experimental posttest‐only study that examines the feasibility and effectiveness of the model for first‐grade students. Participants were 224 first‐grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.  相似文献   

13.
The purpose of this report is to provide education professors teaching early literacy methods courses with information for beginning teachers to support struggling first-grade readers. This analysis identifies the specific word structures children are expected to know by the end of first grade, and shows the actual learning rates of these sound-to-letter correspondences by students who are not achieving on grade level. The evidence presented herein shows the need for preservice teachers to fully understand how to assess and enhance phonemic awareness in young children, a building block for decoding, and to identify and concentrate on teaching alphabetic relations as part of the early literacy curriculum. Given the increasing numbers of students with diverse ethnic/language backgrounds and special needs in mainstream early childhood and primary grade settings, teacher education programs need to provide preservice teachers with the knowledge and skills required to meet the instructional needs of children from these populations. Education professors have a great responsibility to ensure that preservice teachers have the necessary background knowledge to prevent reading failure for young children struggling with learning sound-to-letter correspondences. It is important that this aspect of early reading instruction be clearly explained and promoted with preservice teachers receiving certification in teaching children in Grades K–3.  相似文献   

14.
Studies of literacy attainment in the early years of school have identified various measures at school entry which predict later attainment. The study reported has sought not only to replicate earlier findings but to investigate significant home factors from a younger age. Literacy experiences of 42 children at ages 3, 5 and 7 were investigated, and the relationship of home factors to literacy development explored. Findings are reported concerning two outcome measures at age 7: children's reading level, as determined by the difficulty level of their school reading book, and whether or not children at age 7 were judged to have literacy difficulties. Significant factors included having favourite books at age 3; letter knowledge and parents reading to children at school entry; and at age 7, access to home computers, and parents’ knowledge of literacy teaching in school. Children with literacy difficulties owned fewer books, were less likely to read to themselves or their parents, and generally had less support for literacy at home. Implications for teachers, highlighting the relevance of home literacy, are discussed. The findings underline the importance of home factors for children's literacy development.  相似文献   

15.
A comparison of the development of reading ability among adults with that of children—from the lowest levels of literacy to the most advanced. Included in the comparison are characteristics of adults at each level of development, the kind of instruction that will help bring them from lower to higher levels, and the particular difficulties they experience at the various levels. The article concludes with a historical overview of the changes in literacy standards and needs in the United States and the growing recognition that among the adult illiterates, particularly native English speakers who have very limited reading skills, are large numbers who have dyslexia. This article is based, in part, on an earlier paper, “New Views on Developing Basic Skills with Adults,” presented at the National Conference on Adult Literacy, Washington, D.C., January, 1984.  相似文献   

16.

The relationships between oral reading fluency, reading motivation and reading comprehension were examined at the beginning and the end of second grade among 121 Hebrew speaking students. The contribution of oral reading fluency and three sub-factors of motivation—self-concept as a reader, value attached to reading and literacy outloud (social interactions about literacy)—at the beginning of the school year to reading comprehension at the end of the year was also examined. Results indicate that all oral reading fluency measures and all motivational sub-factors were significantly correlated with reading comprehension at the end of second grade. In addition, positive change in self-concept as a reader along the school year was related to improvement in reading achievement. Finally, text rate and self-concept as a reader at the beginning of second grade together predicted 28% of the variance in reading comprehension at the end of second grade. The results support the notion that the cognitive approach to reading cannot explain all the variance in reading comprehension and emphasize the necessity of including motivational factors in the language arts curriculum in the early stages of reading acquisition.

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17.
Identifying dyslexia in adulthood presents particular challenges because of complicating factors such as acquisition of compensatory strategies, differing degrees of intervention and the problem of distinguishing dyslexic adults from those whose literacy difficulties have non‐cognitive causes. One of the implications is that conventional literacy measures, per se, do not provide a satisfactory basis for screening for dyslexia in adulthood as some dyslexic adults have above‐average literacy skills and some non‐dyslexic adults have very poor literacy skills. This study examined an alternative approach to dyslexia screening, using three tests that depend heavily on phonological processing, lexical access and working memory, but which are not conventional measures of literacy. Using these tests, which are computer delivered, 70 dyslexic adults from three different types of educational institution were compared with 69 non‐dyslexic adults from the same institutions. The results showed that the dyslexic and non‐dyslexic groups were significantly different on all three computer‐based tests, with an average effect size of 1.55. Adaptive versions of these tests were then created to reduce overall administration time for the suite to about 15 minutes. Analysis showed that the combined scaled scores from the adaptive versions of the three tests significantly discriminated the dyslexic from the non‐dyslexic group with an increased effect size of 2.07 and with a sensitivity rate of 90.6% and a specificity rate of 90.0%. It was concluded that this approach is a valid and useful method of identifying dyslexia in adulthood, which, given the ease of administration to large numbers of adults, has noted advantages for education and employment.  相似文献   

18.
The K‐5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to proficiency for all students, including those who struggle with literacy. Students with learning disabilities, who often have significant literacy difficulties, may face particular challenges when their instruction is framed by these standards. This article unpacks the complex K‐5 reading standards and provides a discussion of the implications for students with learning disabilities and their general and special education teachers. Examples from K‐5 lessons and recommendations for teachers and researchers are provided.  相似文献   

19.
The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills.  相似文献   

20.
Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed.  相似文献   

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