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1.
Recent advances concerning emerging/beginning reading skills, positive behavioral support (PBS), and three-tiered schoolwide prevention models combined with federal mandates (i.e., IDEA and No Child Left Behind) have stimulated interest in providing early and intensive instructional intervention services to children at risk for reading and behavior problems. New measures for identifying students as early as kindergarten who are not acquiring early basic literacy skills make this possible. However, questions regarding exactly how to formulate, deliver, sustain, and manage secondary-level interventions remain to be addressed. This paper describes first-year, first-grade findings for students participating in secondary-level interventions (i.e., small-group reading instruction) in a randomized trial of the efficacy of secondary and tertiary reading and behavior interventions under way at the Center for Early Intervention in Reading and Behavior, University of Kansas. The formulation of the experimental secondary-level intervention was guided by evidence supporting the efficacy of (a) small groups of 3 to 6 participating students and low student-teacher ratio combined with (b) explicit, phonics-based instruction. Selected curricula were Reading Mastery, Proactive Reading, Programmed Reading, and Read Well, use of which varied by choice across experimental-group schools. PBS was an additional intervention context in experimental schools. Comparison schools and first-grade teachers did not employ the three-tiered model, early screening, or PBS; most students were taught using conventional whole-group instruction, little or no individualization, and curricula with weak scientific evidence. Initial results indicate significantly larger growth for experimental secondary-level at-risk students than for comparisons. Experimental-group first graders not showing growth were those identified with disabilities or behavioral risks and English language learners. Implications are discussed. 相似文献
2.
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students. 相似文献
3.
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.
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4.
It is of great importance to maximize access to general education for all students with disabilities. This article focuses on how leaders create inclusive schools for all students—inclusive school reform. Inclusive school reform can result in all students with disabilities being placed into general education settings (including students with significant disabilities, students with mild disabilities, students with emotional disabilities, students with autism … all students) and providing inclusive services to meet their needs while eliminating pullout or self-contained special education programs. In this article, we outline a 7-part process, as well as a set of tools for schools to use to create authentically inclusive schools. 相似文献
5.
Lorynne D. Cahn 《Psychology in the schools》1988,25(1):84-91
In a long-term study of student progress in the Loyola University of the South Summer Reading Clinic, patterns of variance for sex and grade level were examined. Three assessment tools were used: the Nelson Reading Test (Vocabulary and Paragraph Comprehension) for grades four through eight, the Gates-MacGinitie Reading Test (Vocabulary and Comprehension) for grades one through three, and the Spache Diagnostic Reading Scales (Instructional [oral] and Independent [silent] subtests) for all students. Subjects were 684 public and private school students in grades one through eight referred to the Clinic over an eight-year period. All were referred for possible reading disabilities. Because reading disabled males outnumber reading disabled females in the general population, the Clinic's data were examined to elucidate the comparative success rates of boys and girls in an intensive reading clinic setting. Grade differences also were examined to find significant differences in rate of learning among different grades. Females outscored males significantly on all measures. Both a difference in performance among grades and a difference in rate of learning among grades were shown. 相似文献
6.
The effect of extra time on reading comprehension scores for university students with and without learning disabilities 总被引：3，自引：0，他引：3
M K Runyan 《Journal of learning disabilities》1991,24(2):104-108
The purpose of this study was to examine the effects of extra time on the ability of university students with and without learning disabilities to complete a reading comprehension test under timed and extra-time conditions. The participants were 16 students identified as having learning disabilities and 15 normally achieving students, all attending the University of California. The Nelson-Denny Reading Comprehension and Reading Rate Test was used. Percentile ranks were obtained for reading rates on individuals, and for comprehension scores under timed and extra-time conditions. The major findings of this study were that there is a significant difference between scores obtained by students with learning disabilities and by normally achieving students under timed conditions and that there are no significant differences in test performance between students with learning disabilities and normally achieving university students when students with learning disabilities are provided extra time. Normally achieving students did not perform significantly better with extra time. 相似文献
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8.
阅读教学是中学英语教学的主要内容和形式。学生的词汇、语言知识和阅读技能的获得主要是在阅读中进行的。因此,初中英语教师要具备文体知识,并且在阅读教学中使用文体分析方法培养学生对英语篇章的观察、理解、和欣赏能力,帮助学生了解各类不同文体的特点,学会运用阅读技能更快、更全面地获取文中信息,并最终提高英语表达能力。 相似文献
9.
The effects of age and sublexical automaticity on reading outcomes for students with reading disabilities 
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下载免费PDF全文 For students with reading disabilities, reading fluency has proven difficult to remediate. The current study examined age‐related effects on measures of word and text‐reading outcomes, within the context of a phonologically based remedial reading program. The contribution of speeded‐reading of sublexical sound–spelling patterns to fluency outcomes was also examined. The youngest group of participants showed better outcomes on measures of word and pseudoword reading. All age groups made significant and meaningful improvements on measures of reading fluency and reading comprehension. Participants' mastery of speeded, sublexical sound–spelling reading contributed variance to fluency outcomes beyond pre‐intervention fluency scores. Practice with sublexical spelling patterns may be one important component of programs directed at remediating accuracy and fluency deficits for students with reading disabilities. What is already known about this topic
- Reading fluency has proven difficult to remediate for students with reading disabilities.
- Training with sublexical sound–spelling patterns has increased recognition of the trained patterns, but transfer has been limited.
- Young children with reading difficulties appear to have an advantage at closing the reading achievement gap; however, there are some inconsistencies in the literature.
- Automaticity with sublexical patterns made a unique contribution to fluency outcomes in this sample of students with reading disabilities.
- In the context of the reading program examined, all age groups made significant and meaningful standard score gains on reading fluency.
- Young children did not score higher than the two older groups on measures of oral reading fluency or reading comprehension; bringing into question conclusions drawn from prevention versus intervention studies.
- Findings lend support to models of reading acquisition that emphasize multilayered, sublexical spelling–sound knowledge as important to reading fluency, beyond that of sight‐word reading efficiency.
- Including speeded practice of a broad range of sublexical sound–spelling patterns and training these to mastery deserves further study as one potential approach to improving fluency interventions for students with reading disabilities.
- We suggest that this sublexical training may mimic reading practice in terms of building orthographic representations that support fluent reading.
10.
For special education preservice teachers to be prepared to assist students with disabilities to achieve their maximum potential in literacy, an innovative, co‐taught literacy unit was implemented within existing methods courses. The intensive, 6‐week unit was created to prepare all candidates in both mild interventions and severe interventions licensure programs to meet the literacy needs of diverse learners. The curriculum was designed around the National Reading Panel's five critical components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) in addition to the topics of emergent literacy and writing. Pre‐ and posttests were administered, revealing a significant growth in participant knowledge related to literacy assessment and instruction. Implications for future efforts to improve literacy outcomes for students with disabilities by improving teachers' knowledge and skills related to literacy instruction are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
11.
AbstractThe acquisition of cultural capital can only be understood in the light of the formation of habitus, including the socialisation process, and in the context of the field in which any such capital has value. Yet, the relation between cultural capital and habitus is seldom discussed in research. Drawing on the data from focus groups with 96 students and a survey of 5,779 students from six Singapore secondary schools, we analyze how reading as a form of cultural capital is distributed among High-SES, Mid-SES and Low-SES students in Singapore. We show how middle-class practices of intensive immersion in school-valued reading practices is a form of habitus that prepare some students better than others for engaged reading. The findings highlight how reading as a form of cultural capital is operationalized through students’ familial habitus and argues that making visible familial habitus provides insights for transforming institutional habitus for students’ reading futures. 相似文献
12.
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
13.
Anne W. Graves Russell Gersten Diane Haager 《Learning disabilities research & practice》2004,19(4):262-272
This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed. 相似文献
14.
Nathan A. Stevenson Deborah K. Reed Elizabeth L. Tighe 《Psychology in the schools》2016,53(5):533-547
To provide timely and effective supports for students reading below grade level, schools require methods for quickly and accurately identifying those students in need. One method for identifying those students is through universal screening. Assessments such as oral reading fluency (ORF) and Maze reading comprehension are commonly used as screening assessments in middle grades. The current study examined ORF and Maze for evidence of bias across two subgroups known to be at increased risk for failure in reading: (a) students with learning disabilities and (b) students from low‐income households. Data from 4,215 students in the sixth (n = 1,126), seventh (n = 1,361), and eighth grades (n = 1,728) were analyzed. Results indicate no significant differences in predictive validity for students from low‐income households compared to students from middle and upper income households. For students with learning disabilities only 8th grade scores showed any evidence of bias compared to students without diagnosed disabilities. Implications and recommendations for future research are discussed. 相似文献
15.
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
16.
《信阳师范学院学报(哲学社会科学版)》2020,(4):66-73
疫情期间,小学语文在线学习积累了诸多大量优秀成果,如何将这些成果转化为疫情后的信息化教育实践动力,值得思考。阅读以及以阅读为基础的语言实践活动是小学语文核心素养培养的关键路径,小学在线语文学习活动为精读、略读和整本书阅读的课外环节提供了有力支持。本研究以活动理论为依据,根据在线学习活动的构成要素和在线学习活动的设计原则,设计了小学语文精读、略读类在线学习活动和整本书阅读类在线学习活动,并对其实践应用提出了建议。 相似文献
17.
Decades of reading research have improved our understanding of the ways that young children learn how to read and of the component skills that support the ongoing development of reading and reading comprehension. However, while these investments have transformed reading instruction and reading outcomes for many learners, too many children are not reading at the basic level nor are they reading with understanding. The Institute of Education Sciences created the Reading for Understanding Research Initiative in 2010 to fund a set of connected projects that would enrich the theoretical frameworks that undergird efforts to improve deep comprehension and to design and test new interventions and assessments to improve reading for understanding across all grades in US schools. This article describes the central themes that guided the design of the Reading for Understanding Initiative and the work underway by the six research teams funded under this program. 相似文献
18.
《Australian Journal of Learning Difficulties》2013,18(4):157-164
Abstract Reading scientists have learned a good deal over the past 40 years about how children learn to read, why some find this so hard, and how such children can be helped. But this science has not reached many classrooms. National governments in the USA, UK and Australia have all recently been so concerned about the incidence of poor reading ability amongst their children that they have commissioned national surveys of reading and the teaching of reading. The Australian review committee issued its report and recommendations in December 2005. The report found that in most teacher training courses around Australia very little time was devoted to material on how children learn to read and how best to teach them, and that a majority of senior staff in schools consider that beginning teachers are not adequately prepared to teach children to read. The report recommended various ways in which this problem might be solved; and it also recommended, on the basis of a review of relevant research, that the teaching of reading in Australian schools should always include in the early years extensive systematic explicit instruction in synthetic phonics. We await implementation of these recommendations. 相似文献
19.
周倩 《宁波广播电视大学学报》2007,5(1):83-85
优秀作品阅读更易塑造学生个性,使个性优化,以适应社会发展的需要。然而中小学生,甚至是大学生在阅读方面存在着很多问题,阻碍了阅读活动的有效进行,需要对学生加大力度进行科学合理地引导与指导。 相似文献
20.
Effects of a Reading Intervention Implemented at Differing Intensities for Upper Elementary Students
Rachel E. Donegan Jeanne Wanzek Stephanie Al Otaiba 《Learning disabilities research & practice》2020,35(2):62-71
Students with disabilities who display severe reading difficulties may require intensive interventions in order to make progress. The purpose of this study is to examine the effects of a multicomponent reading intervention implemented at two different intensities, in two separate randomized control trials, for a subset of fourth-grade students who displayed severe reading difficulties, and who had or were at risk for disabilities. We use multilevel models to examine the effect of a standard, less intensive implementation in Study 1, and of a more intensive implementation in Study 2, relative to typical school services. Analyses revealed no significant effects of treatment for the standard, less intensive implementation in Study 1. Significant effects for word reading and word reading fluency outcomes for students assigned to receive the intensive implementation were noted in Study 2. Implications, limitations, and directions for future research are discussed. 相似文献