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1.
Abstract

?Multitiered systems of reading instruction and intervention, including response to intervention, are widely used in early reading by schools to provide more intense services to students who need them. Research using randomized controlled trials has compared innovative Tier 2 interventions to business-as-usual Tier 2 approaches and established a number of important components that compose effective Tier 2 interventions in early reading. The purpose of this study was to test the impact of a Tier 2 intervention with Tier 2 compared to Tier 1 instruction alone using regression discontinuity. A cut score was used to assign first-grade students at risk for reading difficulties to Tier 2 intervention plus Tier 1 instruction. Students who missed the cut score in the control group received Tier 1 instruction only. Students in the treatment group, just below the cut score, made greater gains on the SAT10 total score and the individual subtests than students just above the cut score. Outcomes were not significant on oral reading fluency.  相似文献   

2.
We examined the effectiveness of a researcher‐provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business‐as‐usual comparison condition (BAU). Students assigned to two years of intervention demonstrated significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one‐ and two‐year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension.  相似文献   

3.
This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school's remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school's typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers' ratings of students' social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed.  相似文献   

4.
Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current study examined the differential effectiveness of RR and CR for increasing oral reading fluency rate (ORF) and comprehension of 40 students in second and third grades, randomly assigned to receive the RR or CR intervention. Students in both conditions received a standardized amount of practice (dosage) in the form of number of words read during each intervention session. All but two participants increased their ORF and there were no significant differences between groups on posttest ORF or broad comprehension. Moreover, students with the highest pretest scores made slightly more growth regardless of condition. Students in the RR group demonstrated significantly higher comprehension of practiced passages and students in the CR condition reported significantly higher levels of intervention acceptability. Implications for reading fluency intervention research and practice are discussed.  相似文献   

5.
Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self‐questioning. In this study, two fifth graders with LD were taught to self‐generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A multiple baseline across participants design demonstrated that the self‐questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the students demonstrated evidence of maintenance and generalization of reading comprehension outcomes.  相似文献   

6.
The effectiveness of a morphological awareness (MA) intervention program on reading fluency and accuracy performance was examined in 40 students with reading disabilities in fourth to sixth grade, ranging in age from nine to 12 years old (M = 10.51, SD = 0.89). The study used an experimental pre–post design consisting of a morphological intervention group and a comparison group. Students participating in the 15‐week intervention program showed an advantage over comparison group students in all measures. Their improvement in MA resulted in a better reading fluency and accuracy performance as well as a significant change in reading level according to national norms. The results suggest that disabled readers can benefit from morphological intervention and use morphological cues in reading.  相似文献   

7.
Fluent oral reading is essential for success in elementary school. In this study, we investigated the effectiveness of enhanced reading fluency instruction for struggling readers. The intervention was provided to small groups of students at risk for reading difficulties. Students were assessed on key early literacy skills. Second-grade students who were at risk for reading failure and who received supplemental intervention scored higher on measures of fluency than students who received only typical classroom instruction; the effects of enhanced fluency instruction were evident across different dosages for many children at risk for reading failure. In addition, statistically significant improvements and relationships were evident for oral reading fluency and comprehension. We discuss guidelines for developing and using the intervention in other classrooms.  相似文献   

8.
读与写密不可分。阅读过程中,学生会接触到不同文体的语篇．了解各种文体的写作特点有助于透彻地理解文章。本文讨论了如何借助记叙文的写作特点指导记叙文的阅读,从而提高学生的阅读技能。  相似文献   

9.
This study examined the long-term growth of reading skills following 1 year of supplemental 1st-grade code-oriented intervention provided by paraeducators. A group of 79 1st graders with reading skills averaging in the lowest quartile received explicit alphabetic and decoding instruction and were assessed postintervention and at 1-year intervals through the end of 3rd grade. Growth model results indicate that students continued to benefit from 1st-grade intervention through the end of 3rd grade, with average performance near 50th percentile on decoding and reading fluency, near 40th percentile on word reading and comprehension, and near 30th percentile on spelling. Without exception, both receptive language and rapid automatized naming uniquely predicted 3rd-grade outcomes. Of the students remaining in study in fall of 2nd grade, a subgroup selected by their teachers received additional supplemental instruction. Students referred for added intervention continued to perform significantly lower than those more readily remediated with 1st-grade intervention alone.  相似文献   

10.
Abstract

The current study examined the effects of a silent rapid reading skills training intervention on the reading rate and reading achievement of primary school students in China in order to determine the efficacy of the intervention and explore potential gender differences. A total of 108 Chinese primary school students were randomly assigned by the classroom to either an experimental (n = 54) or control (n = 54) condition. Students in the experimental group completed 12 sessions of rapid reading skills training designed to increase their ability to rapidly read Chinese text in silence. Students in the control group engaged in regular Chinese language curriculum for the same time period. After the three-week intervention period, students in the experimental group displayed significantly greater silent reading speed of Chinese characters (M?=?1331.26 characters per minute) compared to students in the control group (M?=?617.48 characters per minute; p?<?.001). Children in the intervention group also displayed a significantly greater effective reading rate (F = 87.11, p?<?.001, partial η2?=?0.46) at post-test compared to the control. Male students displayed greater increases in reading speed than female students. Neither intervention effect nor gender difference was evident for reading comprehension. Implications for educational interventions designed to increase silent reading speed among Chinese students are discussed.  相似文献   

11.
Abstract

A two-cutoff regression discontinuity design (RDD) was used to assign 321 students in grades 1 through 6 at a Title I elementary school to two types of Tier 2 reading interventions administered by paraeducators: (a) direct instruction (DI) and (b) computer-assisted instruction (CAI). Students scoring at or below a lower cutoff pretest score were assigned to the DI reading intervention. Students scoring between the lower cutoff score and an upper cutoff score on the pretest were assigned to a CAI reading intervention. Student reading ability was reassessed in January and May. Results indicated that the DI intervention was significantly more effective than the CAI interventions at the lower cutoff (p < .01). No significant treatment effect was detected at the upper cutoff, but the estimation power of the design at this cutoff was limited to medium-to-large effect size. Findings suggest that the DI intervention was superior to the CAI interventions for at-risk readers. Implications for practice, including fidelity of paraeducator implementation, are discussed.  相似文献   

12.
The response to intervention (RTI) of English language learners identified as at risk for reading difficulties in the fall of first grade was examined at the end of first grade and at the end of second grade. Students at risk for reading problems were randomly assigned to intervention or control groups. Intervention students received supplemental reading intervention daily for 50 minutes in small groups from October to April. Students in the comparison condition received the school's existing instructional program for struggling readers. Criteria were established to determine adequate RTI at the end of first grade and at the end of second grade. The results indicated that more students who participated in the first-grade intervention in either Spanish or English met the established RTI standards than students who did not, and this finding was maintained through the end of second grade.  相似文献   

13.
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   

14.
Effective reading strategies are essential for student reading success.This paper studied the effects of repeated reading on the comprehension for high school students.Two classes of students with 50 in each were asked to read repeatedly and the control group with no intervention reading a new text.Results show that the repeated reading has a positive effect on reading comprehension especially when the reading task was finished under the instruction of different task contents.Discussion focused on future research on reading strategies for high-school students.  相似文献   

15.
Abstract

Considerable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed.  相似文献   

16.
This study tested the effects of parent‐implemented reading interventions on four elementary students’ reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental analyses of reading interventions and identified a Tier 3 intervention for each student. Then, the consultant trained the students’ mothers to implement the interventions at home. The interventions were tested via a multiple baseline design across students. During the intervention phase, the consultant monitored parents’ treatment integrity and assessed students’ oral reading fluency for novel, grade‐level progress monitoring passages. Visual analysis indicates that all four students demonstrated increases in oral reading fluency for instructional passages and novel progress monitoring passages after intervention implementation. In addition, single‐case design effect sizes indicate strong effects for instructional passages for all four students, moderate effects for novel progress monitoring passages for two students, and strong effects for novel progress monitoring passages for two students. Finally, parents implemented interventions with moderate to high integrity, and parents rated the interventions as acceptable. Results are discussed in terms of implications for research and practice as they relate to parent‐implemented interventions within a response to intervention framework.  相似文献   

17.
This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letter-word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure.  相似文献   

18.
Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension.  相似文献   

19.
The present study sought to evaluate the effects of a reading strategy instructional program on the reading competence of third‐grade students. Students were instructed in fluent and strategic reading by trained research assistants in whole class settings and subsequently worked on expository text material together with peers. Their reading competence was assessed continuously: in the baseline phase prior to the intervention (4 times), while the intervention was in place (8 times), and after the end of the intervention (4 times). Additionally, reading competence in the wait list control students was assessed 8 times during the same time period. Accordingly, within‐ and between‐group comparisons of students’ test scores were conducted on the data, with both resulting in significant positive effects on the reading competence of intervention students. This research provides an example of how to strengthen the validity of quasiexperimental intervention research through the addition of design features like multiple measurement points.  相似文献   

20.
This study investigated a Tier 2 intervention in the context of a Response to Intervention (RTI) model for 123 fourth grade students who were identified as having a high probability of reading failure. A randomized control trial was used to evaluate the effects of a 24 session multi-component supplemental intervention targeting fluency and expository comprehension of science texts. Intervention students performed significantly higher on comprehension strategy knowledge and use and science knowledge, but not on word reading, fluency, or other measures of reading comprehension. Moderators of intervention effects were also examined; children at higher risk in the intervention condition appeared to benefit more in comparison to lower probability children in intervention and compared to higher probability children in the control condition.  相似文献   

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