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1.
Paula J. Clarke Shirley-Anne S. Paul Glynnis Smith Margaret J. Snowling Charles Hulme 《Scientific Studies of Reading》2017,21(5):408-427
This study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11–13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition and decoding skills), reading intervention plus comprehension, or a waiting list control group. Neither intervention produced statistically significant gains in word reading but the reading intervention plus comprehension intervention produced significant gains in reading comprehension (d = 0.29) and vocabulary (d = 0.34). Further evaluations of methods to improve word reading in this population are needed. 相似文献
2.
《Australian Journal of Learning Difficulties》2013,18(1):43-50
Abstract Many students in Australian schools today experience difficulty understanding read text beyond Year 3 despite early intervention and rich learning experiences. Often the first indications that such students may have reading comprehension difficulties is from poor performance on comprehension tests in fourth grade. After Year 3 the written text becomes more complex and there is an increasing emphasis on reading comprehension. Less skilled comprehenders experience difficulties because they often use inefficient memory strategies and do not normally visualise story content. Readers with comprehension difficulties can be taught to construct mental imagery that will enable them to link verbal and imaginal information more efficiently into their working memory by reducing the cognitive load. The indications are that engaging readers in elaborative questioning and discussion of the text improves reader's own language and mental imagery as well as enhancing comprehension of read text. For readers who have struggled for years and have developed a resistance to reading, a literacy tutoring intervention framework that focuses on a personalised responsive relationship‐based approach to reading, combined with interesting text and student choice of appropriate material, can facilitate improved reading. The Comprehension of the Narrative intervention program is an example of a multiple strategy training intervention program that utilises explicit strategy instruction in a framework of measured stages while also increasing the level and complexity of the reading texts used. It has been shown that participating students are enabled to build on previously mastered skills and develop more effective higher order comprehension outcomes through focused dialogue with trained tutors. 相似文献
3.
The goal of this study was to determine whether it is possible to teach children with serious decoding problems four text comprehension strategies in listening contexts. The subjects were 9-11 year old students from special schools for children with learning disabilities. All the students were very poor at decoding; half of the group were also poor listeners, whereas the other half consisted of normal listeners. The experimental children were trained in strategies of clarifying, questioning, summarising and predicting through a combination of reciprocal teaching and direct instruction. The results indicated significant programme effects on a strategic listening comprehension test. A transfer effect on general listening comprehension and general reading comprehension tests was not found. The poor listeners within the experimental group did not perform better than the normal listeners. 相似文献
4.
Ben Hayes Andrew Heather Daniel Jones Christopher Clarke 《Educational Psychology in Practice》2018,34(2):166-174
Precision Teaching (PT) is an evidence-based intervention, which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading. This research, undertaken with 10 schools, explored whether a web-based PT programme would provide favourable implementation rates, and support the fidelity of the programme delivery. The study also measured the impact of the PT programme on word decoding and sight word reading using the Test of Word Reading Efficiency. Results suggest favourable implementation rates with 7 of the 10 schools implementing the programme. Full impact data for 34 children suggest that the programme has a positive impact on decoding (effect size 0.7) and sight word reading skills (effect size 0.6). A timed assessment provides evidence that fluency improved as well as accuracy. Gains were sustained at two-month follow-up. 相似文献
5.
Ben Jeffes 《Educational Psychology in Practice》2016,32(1):73-84
The importance of reading skills to academic achievement, job acquisition and future success is well documented. Most of the research on reading interventions focuses on children in primary schools but many children start secondary school with very poor reading skills and schools require evidence-based interventions to support these children. The aims of this study were (i) to explore the efficacy of a phonics-based reading intervention programme, Toe By Toe, among secondary age students with severe reading difficulties and (ii) to examine perceived barriers to implementing this intervention programme. Results showed the intervention brought about a statistically significant improvement in the students’ decoding and word reading skills. Interviews with staff and students indicated a wide range of positive responses to the intervention and some key barriers to implementation. This study adds to the evidence base for the use of reading interventions in secondary schools to support students with severe reading difficulties. 相似文献
6.
The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test. 相似文献
7.
《Journal of research on educational effectiveness》2013,6(1):77-102
ABSTRACTThe purpose of the present study was to examine the effects of a program that offered sustained strategic reading instruction on reading abilities of third and fourth graders. The study was conducted among 1,469 children from 40 schools in the Netherlands. Schools were randomly assigned to either the experimental or control group. Multilevel analyses showed positive effects on knowledge of reading strategies after one year of intervention at the end of Grade 3. At the end of Grade 4, there were also positive intervention effects on reading comprehension. No significant interaction effects were determined for age, gender, SES, or ethnic/linguistic background. The intervention effects were also not dependent on the level of the student's nonverbal intelligence, vocabulary, or decoding skills. 相似文献
8.
The goal of this study was to investigate the effects of teachingtext comprehension strategies to children with decoding andreading comprehension problems and with a poor or normallistening ability. Two experiments are reported. Four textcomprehension strategies, viz., question generation, summarizing,clarification, and predicting were taught through directinstruction and reciprocal teaching. In both experiments, effectswere measured according to a pretest – posttest – retentiontest – control group design. Dependent variables wereexperimenter-developed strategic reading and listening tests, andstandardized reading and listening comprehension tests. In thefirst experiment the subjects were 9 to 11-year-old poor readersfrom special schools for children with learning disabilities. Inthis experiment, the intervention program's texts and strategyinstructions were presented in listening settings only. Thesubjects in the second experiment were 10-year-old children fromregular elementary schools and 9 to 11-year-old children fromspecial schools. They were also poor readers but their decodingperformance was not as poor as in the subjects in experiment 1.In experiment 2, the intervention program involved textpresentations in alternating reading and listening lessons.Although in general, normal listeners performed better on allcomprehension tests than poor listeners, there were nodifferential program effects for the two listening levels. Cleareffects of both programs were found on strategic reading andlistening tests administered directly after the interventions. Inthe first experiment, maintenance test performance showedprolonged program benefits, whereas in the second experimentthese maintenance effects were blurred by unexpected gains of thecontrol groups of students, especially from regular schools.Finally, apart from some local successes, neither of the twoexperiments offered stable evidence of transfer of comprehensionstrategy training to standardized general listening and readingcomprehension tests. 相似文献
9.
Proficient readers use strategies in order to achieve various types of reading purposes. However, purpose-driven strategies are seldom taught in elementary schools. Based on current theories of purposeful reading and direct explicit instruction, the present study developed and tested an instructional program to promote fifth graders’ purposeful reading skills. Teachers from five different schools (10 classes) were trained to implement the program. The intervention included two weekly 45-min workshops over a period of five weeks. Using a quasi-experimental design, participating classes were assigned to an experimental group (n = 78) or an active control group (n = 89). Trained students outperformed controls on post-tests assessing strategy components. However, the effects on an integrated reading task did not reach significance. The study suggests that the explicit teaching of purposeful reading strategies can effectively support students' skill acquisition. The conditions needed for innovative interventions to yield robust and lasting outcomes are discussed. 相似文献
10.
Background
Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-second-language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension.Method
A total of 186 Grade 4 CSL students (mean age = 9.22, SD = 0.56) participated in the study and were grouped into the treatment (N = 96) and control (N = 90) groups. A range of Chinese language and literacy skills were assessed before and after the intervention.Results
The path analysis showed that the intervention significantly affected orthographic knowledge, word reading and listening comprehension directly and reading comprehension indirectly through the three componential skills after controlling for nonverbal reasoning, vocabulary and autoregressors.Conclusions
The findings suggest that orthographic knowledge, word reading and listening comprehension may be promising targets for instructing young CSL learners. 相似文献11.
Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple,But Complex 
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下载免费PDF全文 Listening comprehension and word decoding are the two major determinants of the development of reading comprehension. The relative importance of different language skills for the development of listening and reading comprehension remains unclear. In this 5‐year longitudinal study, starting at age 7.5 years (n = 198), it was found that the shared variance between vocabulary, grammar, verbal working memory, and inference skills was a powerful longitudinal predictor of variations in both listening and reading comprehension. In line with the simple view of reading, listening comprehension, and word decoding, together with their interaction and curvilinear effects, explains almost all (96%) variation in early reading comprehension skills. Additionally, listening comprehension was a predictor of both the early and later growth of reading comprehension skills. 相似文献
12.
13.
《Scientific Studies of Reading》2013,17(1):75-104
This study examined the reading skills of children who have deficient decoding skills in the years following the first grade and traced their progress across 20 sessions of a decoding skills intervention called Word Building. Initially, the children demonstrated deficits in decoding, reading comprehension, and phonemic awareness skills. Further examination of decoding attempts revealed a pattern of accurate decoding of the first grapheme in a word, followed by relatively worse performance on subsequent vowels and consonants, suggesting that these children were not engaging in full alphabetic decoding. The intervention directed attention to each grapheme position within a word through a procedure of progressive minimal pairing of words that differed by one grapheme. Relative to children randomly assigned to a control group, children assigned to the intervention condition demonstrated significantly greater improvements in decoding attempts at all grapheme positions and also demonstrated significantly greater improvements in standardized measures of decoding, reading comprehension, and phonological awareness. Results are discussed in terms of the consequences of not fully engaging in alphabetic decoding during early reading experience, and the self-teaching role of alphabetic decoding for improving word identification, reading comprehension, and phonological awareness skills. 相似文献
14.
The study examines the relationship between general knowledge, skills in applying reading strategies, and reading comprehension for ninth‐grade students at varying educational levels: academic, semi‐academic, vocational and learning disabilities. Two hundred and five students received a battery of tests evaluating their general knowledge, skills in applying four reading strategies (summary, self‐questioning, clarification and prediction), and two reading comprehension tests. The findings revealed differential contributions of general knowledge and strategy application to reading comprehension. Compared with the academic students, semi‐academics have deficient strategic skills. Vocational students, in addition to deficient strategic skills, have poor general knowledge, which further impedes their reading comprehension. The deficiency of students with learning disabilities goes beyond these two components. These results led us to recommend different foci of comprehension intervention for each group. 相似文献
15.
Evelien van Wingerden Eliane Segers Hans van Balkom Ludo Verhoeven 《Scientific Studies of Reading》2018,22(4):321-334
The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children were assessed for level of reading comprehension (outcome variable) and its precursors decoding and listening comprehension, in addition to linguistic skills (foundational literacy skills, rapid naming, phonological short-term memory, verbal working memory, vocabulary, and grammar) and non-linguistic skills (nonverbal reasoning and temporal processing). Reading comprehension was predicted by decoding and listening comprehension but also by foundational literacy skills and nonverbal reasoning. It is concluded that intellectual disabilities can affect the development of reading comprehension indirectly via linguistic skills but also directly via nonlinguistic nonverbal reasoning ability. 相似文献
16.
Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold their effects on the reading competence of elementary school students on the basis of such theoretical and empirical models. Accordingly, the present study was designed as a quasi-experimental study of a 20-lesson peer-assisted and strategy-based multicomponent intervention for whole-class instruction in elementary school. Linear mixed models and latent growth models were used to analyze the longitudinal data (pre-, post- and follow-up test) on the reading competencies (reading fluency, vocabulary knowledge, reading strategy competence, reading comprehension) and intrinsic reading motivation of students in the intervention (N = 187) and control group (N = 177). The results showed an interaction between the groups and the change in reading comprehension, indicating a significantly increased score in the intervention group at the posttest (d = 0.15) but not at the follow-up test (d = 0.12). The results of the latent growth model point to the importance of designing interventions that explicitly integrate reading strategies, reading fluency and vocabulary knowledge and also foster intrinsic reading motivation. In addition, reading fluency was revealed to be the strongest predictor of reading comprehension and the change in fluency over time was closely linked to reading comprehension development. 相似文献
17.
Ten first grade students who had responded poorly to a Tier 2 reading intervention in a response to intervention (RTI) model received an intervention of video self‐modeling to improve decoding skills and sight word recognition. Students were video recorded blending and segmenting decodable words and reading sight words. Videos were edited and viewed a minimum of four times per week. Data were collected twice per week using curriculum‐based measures. A single subject multiple baseline across participants design was used. Results indicated an increase in decoding skills and sight word recognition for all participants. A 2‐week posttest maintenance assessment showed retention or increases for 70 percent of participants. Results from the study offer promise for a specific intervention that may reach particular students who respond poorly to Tier 2 reading instruction. 相似文献
18.
Kristina Goetz Charles Hulme Sophie Brigstocke Julia M. Carroll Louise Nasir M. Snowling 《Reading and writing》2008,21(4):395-412
The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream
schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds
and working with words in books. The children were taught by their learning support assistants, who received special training
for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early
literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group
started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five
months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based
reading intervention. 相似文献
19.
This study investigated the benefits of computer‐assisted instruction (CAI) for middle‐school students attending remedial reading classes. As a supplement to a strong language‐based reading curriculum, a CAI programme that works on strengthening phonics word identification skills was provided to students in the treatment group. These students were compared with control students taught by the same teacher but without CAI support. Students in the treatment group showed greater reading gains than control students. Group differences in gain scores were significant in the area of decoding skills. These results show that a skills‐based CAI programme can boost decoding for struggling readers in middle school. 相似文献
20.
Reading for pleasure is essential in the development of literacy. This paper reports on findings from a paired reading strategy introduced into primary schools in Antigua and Barbuda in order to foster children's pleasure in reading. This programme of cross‐age peer tutoring intervention began with the training of teachers in a small group of seven schools and was extended to all the schools on the islands in the following year. Qualitative research data from children and teachers showed that children were enthusiastic about the experience, with some evidence to show that their wider interest in reading was stimulated. Although for the pupils, particularly the younger ones, the main benefit of shared reading was perceived to be an improvement in reading skills, for teachers, it was the increase in children's confidence in reading that was cited as the most positive outcome. Although resource constraints in some schools did limit the scope of the programme, the paper argues that it boosted the reading development of a number of children and may have acted as a catalyst for stimulating a lasting pleasure and joy in reading. 相似文献