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1.
This longitudinal experimental study investigated the reading progress of students with IQs ranging from 40 to 69 (i.e., range for students with mild or moderate mental retardation or intellectual disabilities [ID]) across at least two academic years, as well as the effectiveness of a comprehensive reading intervention for these students across the same period of time. Participants were 59 elementary students who were randomly placed into treatment and contrast groups. Students in the treatment condition received daily, comprehensive reading instruction in small groups of 1–4 students for 40–50 minutes per session across two or three academic years. Measures of phonemic awareness, phonics, word recognition, comprehension, and oral language were included. Findings indicate that students with IQs in the ID range made significant progress on multiple standardized measures of reading. Furthermore, significant differences between the treatment group and contrast group were found on several measures, including progress‐monitoring measures of phoneme segmentation, phonics, and oral reading fluency. Results demonstrate that, on average, students with ID, even those with IQs in the moderate range, learn basic reading skills given consistent, explicit, and comprehensive reading instruction across an extended period of time. © 2010 Wiley Periodicals, Inc.  相似文献   

2.
Sixty kindergarten, sixty second grade, and sixty fourth grade students performed several memory tasks under one of six conditions. The conditions differed as to the method of presentation of information. The study focused on developmental changes in children’s use of verbal, nonverbal, and spatial-positional cues for memory. The results, in general, showed consistent trends suggestive of a developmental change in representational ability, such that younger children tended to rely on visual cues and older children tended to rely on verbal cues to retain information. Children in all grades performed better when both visual and verbal cues were available and demonstrated an ability to utilize spatial-positional cues for retention.  相似文献   

3.
Abstract

In this article, we describe an investigation in which a teacher taught four students with moderate mental retardation to read sight words using a progressive time‐delay procedure. Definitions of the target words were presented incidentally in the consequent statement. Through the small‐group arrangement, students had the opportunity to learn through observation the other students' target words and incidental information. All students acquired their target words and at least 50% of the incidental and observational words and definitions to which they were exposed. We interpret these data as suggesting that teachers should systematically include related nontargeted information in their instruction and provide opportunities for observational learning to occur.  相似文献   

4.
We reviewed eight studies that described learning differences between students with learning disabilities (LD) and students with mild mental retardation (MMR). A total of 639 students, 6–20 years old, participated in these studies. Study authors examined students' inductive reasoning and their performance during guided inquiry and more lengthy interventions in reading and math. Students with LD and students with MMR were assessed in terms of learning ease, pre‐ to posttreatment gains, and the maintenance, transfer, and application of knowledge acquisition. Students with LD statistically significantly outperformed students with MMR on both inductive reasoning and guided inquiry tasks. They made reliably larger gains following interventions in reading and math. Across all learning tasks and contexts, students with LD displayed greater consistency transferring and applying conceptual knowledge to new tasks. Regarding maintenance, results were mixed. Implications for categorical instruction are discussed.  相似文献   

5.
Abstract

A two-cohort cluster-randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). Connections students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook reading context. A total of 324 EL students representing 24 home languages and averaging in the 10th percentile in receptive vocabulary completed the study (Connections n = 163 in 75 small groups; IBR n = 161 in 72 IBR small groups). Although small groups in both conditions made significant immediate gains across all measures, Connections students made significantly greater gains in reading vocabulary and decoding (d =.64 and.45, respectively). At first-grade follow-up, longer-term gains were again greater for Connections students, but with smaller effect sizes (d =.29 and.27, respectively). Results indicate that explicit Connections instruction features designed to build semantic, orthographic, and phonological connections for word learning were effective for improving proximal reading vocabulary and general decoding; however, increases in root word reading vocabulary did not transfer to general vocabulary knowledge.  相似文献   

6.
ABSTRACT

This exploratory research underscores Bandura’s social learning theory on collective agency to investigate co-teaching partners’ collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the current research, we investigate barriers to implementation of specialized reading instruction in co-taught classes. One hundred seven secondary special education co-teachers across the United States, who primarily teach students with learning disabilities, responded to a questionnaire about their co-teaching experiences and delivery of specialized reading instruction. Emphasizing the impact that co-planning has on barriers to the implementation of reading, our results indicate the moderating role of special educators’ perceived co-teaching benefits. Empirical findings are discussed, and implications for research and practice are offered.  相似文献   

7.
Abstract

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long-term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are Child Characteristic × Instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes.  相似文献   

8.
Visual phonics, a system of 45 hand and symbol cues that represent the phonemes of spoken English, has been used as a tool in literacy instruction with deaf/hard-of-hearing (DHH) students for over 20 years. Despite years of anecdotal support, there is relatively little published evidence of its impact on reading achievement. This study was designed to examine the relationship between performance on a phonological awareness task, performance on a decoding task, reading ability, and length of time in literacy instruction with visual phonics for 10 DHH kindergarten through Grade 3 students receiving academic instruction with sign-supported English and American Sign Language. Findings indicate that these students were able to use phonological information to make rhyme judgments and to decode; however, no relationship between performance on reading ability and length of time in literacy instruction with visual phonics was found.  相似文献   

9.
Abstract

Anthropomorphism as a cue in word learning was investigated in relation to illustration and no picture cue conditions in trials to criterion and word memory tasks with kindergarten children. The study and test trials format of the study replicated similar studies hut employed unique anthropomorphic cues with similar and dissimilar words. Analysis of variance w as used to investigate differences among training conditions (anthropomorphic, illustration, and no picture) and word types (similar and dissimilar). Significant differences were found between similar and dissimilar word types with the dissimilar words being learned more easily. Significant differences were found between training conditions w ith the anthropomorphic cues leading to enhanced learning and retention for both similar and dissimilar words.  相似文献   

10.
Abstract

Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems.  相似文献   

11.
ABSTRACT

Today, reading aloud is considered ‘a significant component of instruction across grade levels’; particularly as a tool for teaching reading in elementary classrooms. It is basically an essential literacy practice for all student teachers to understand how to implement. In this study, authors understand the importance of modelling effective read-aloud practices and they demonstrate how they support engagement in reading and writing instruction with undergraduate students. Student teachers responded to the read alouds using reflective essays, and tables. Themes emerged that indicated that the use of read alouds in the undergraduate classrooms enhanced their understanding of identity, pedagogy, and empathy.  相似文献   

12.
Abstract

There are a number of computer‐based programs to enhance spelling skills. This paper reviews literature on the relationship between spelling, typing, and computer‐based instruction, and demonstrates the plausibility of such programs improving skills in students for whom conventional instruction has failed. The paper reports a small study on the effects of an integrated touch‐typing, spelling and reading program on the reading and spelling skills of a group of students aged between 8 and 16. The results showed improvements in spelling and some aspects of reading, and in touch typing ability. Variation in Individual results seemed likely to be owing to program administration rather than to the program itself. The results support the efficacy of integrating visual, auditory and kinaesthetic inputs in a computer‐based spelling program, and also emphasises the importance of continual positive reinforcement in a program for previously unsuccessful students.  相似文献   

13.
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   

14.
Abstract

Effective metacognition powerfully supports actioning of complex tasks. The complexity of English orthography makes mastery of reading accuracy (word identification) an extremely complex task. At‐risk readers thus are likely to benefit greatly from effective metacognition of reading accuracy. Optimal reading‐accuracy instruction involves development of conceptual, procedural and conditional knowledges, evidenced in concept and skills development, strategy usage and metacognitive actioning. It is considered likely that metacognition of reading accuracy and metacognition of cognitive processing both support reading‐accuracy mastery in children with reading disability. Student metacognition (baseline and learned) and the role of instructional scaffolding as metacognitive supports are considered integral aspects of skill mastery and generalisation. Needs for research on metacognition in reading‐accuracy development are discussed.  相似文献   

15.
ABSTRACT

Numerous studies have identified isolated elements for successfully teaching early reading. However, very few studies have examined the effect of early reading programs that use a combination of multiple research-based practices. A 4-year longitudinal study starting with 243 students was conducted to determine the effects of the Reading in Motion reading program on standardized measures of students’ reading skills. The program provided students from kindergarten through Grade 3 arts-based instruction in reading that teaches phonemic awareness, systematic phonics, and oral reading fluency using small groups and peer-assisted instruction with frequent, corrective feedback. Although the two groups were nearly identical upon entering kindergarten, the at-risk treatment students (N = 57) significantly outperformed control students (N = 48) at the end of kindergarten and Grades 1 and 2.  相似文献   

16.
Abstract

Although readers theater has traditionally been recommended as a method for improving reading fluency, this 18-week quasi-experimental study examined the effects of a readers theater instructional protocol that updates and expands on traditional approaches by adding specific tasks that engage students in various reading comprehension and vocabulary activities. Because the students were not randomly assigned to either condition, propensity score matching was used to minimize potential bias between the groups. After the matching procedure, the overall total of second-grade students decreased from 145?to 76. A repeated-measures analysis of variance was conducted for all three measures. The results revealed statistically significant time effects on all three measures of the Gates-MacGinitie Reading Test, including decoding, word knowledge, and reading comprehension. Only the reading comprehension measure was qualified by an interaction effect, and the results favored the readers theater treatment group. Implications for instruction and future research are discussed.  相似文献   

17.
Abstract

This yearlong study explores how digital technologies are used during literacy instruction in the critical year of third grade. We analyzed technology use in 16 classrooms across six geographically and socioeconomically diverse schools. We examined the multiple layers of technology’s influences on teachers’ instructional decision-making and on students’ engagement. Applying Bloom’s Revised Taxonomy alongside the SAMR model, expectations for student technology use varied across settings and resulted in mixed levels of student engagement. Although technology has the potential to transform teaching and learning, it is most often used as a substitution for traditional instructional tools and to support students’ remembering and understanding rather than more complex tasks. Analysis suggests technology tools are not being strategically employed to support the development of 21st century learning skills.  相似文献   

18.
Previous studies comparing teacher‐centred (TC) and learner‐centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to instructional research by elucidating the positive and negative aspects of TC and LC instruction when they are applied in the context of teaching CC reading. A total of 454 Secondary 4 students between the ages of 15 and 17 years agreed to participate in this study on a voluntary basis. They completed a CC reading comprehension test and a questionnaire that measured their CC reading motivation and perceived CC reading instruction. Relationships between students' perceived CC reading instruction, reading motivation and reading comprehension were examined by correlation and path analyses. The findings of the correlation analyses indicated that traditional TC instruction positively and significantly correlated with students' CC reading performance and extrinsic motivation. Motivating tasks, one type of LC instruction, positively and significantly correlated with all types of motivation but did not significantly correlate with CC reading performance. In the path analysis, TC instruction exhibited a significant positive effect on reading comprehension, whereas motivating tasks continued to exhibit a significant positive effect on intrinsic motivation after the effect of the examined schools' achievement level was controlled for. The findings highlight the essential role of teachers in instructing students who are weak in particular subjects. Instead of viewing TC and LC instruction as two contradictory approaches, the findings indicate that a combined approach of TC and LC instruction can more effectively facilitate students' learning in a difficult school subject.  相似文献   

19.
This study sought to compare how three different gloss types (text–picture, text–audio and text–picture–audio) affected English as a foreign language (EFL) learners' reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition differed across three learning conditions (i.e., incidental, intentional and explicit instruction). A between‐groups design was employed with four groups (N = 135) of Iranian university learners of L2 English. The participants (with upper‐intermediate proficiency level) read English texts. Written recall and multiple‐choice questions were used to measure reading comprehension; vocabulary knowledge scale (VKS) and contextualized vocabulary knowledge test (CVKT) were used to assess vocabulary acquisition. Results of statistical analyses revealed that while the text–picture–audio gloss type consistently resulted in better vocabulary learning and reading comprehension, the learning conditions varied in terms of their immediate and delayed effect on vocabulary and reading scores. This study suggests that learner performances across gloss types are condition specific and provides both pedagogical and theoretical implications. What is already known about this topic
  • Electronic glosses foster reading comprehension and vocabulary acquisition.
  • There are different positions about the effectiveness of form focused instruction in grammar, with the focus on forms approach having a higher acceptable rate in SLA. But, this issue has been rarely researched in vocabulary acquisition.
What this paper adds
  • This study supports the complementary nature of dual annotations in vocabulary learning and reading comprehension.
  • This study extends the issue of form focused instruction to vocabulary learning by comparing the incidental, intentional and incidental–intentional learning orientations.
  • This study evaluates the interaction between the multiple gloss types and the learning orientations.
Implications for theory, policy or practice
  • This study provides both pedagogical and theoretical implications.
  相似文献   

20.
The purpose of this study was to investigate the effects of strategy instruction on the reading literacy of students with mild and moderate intellectual disability. Students aged 15–21 with intellectual disability (n=35) participated in 24 sessions of literacy strategy instruction (experimental condition) or remedial literacy‐skill acquisition‐ lessons (control condition). The main objective of strategy instruction was to foster comprehension monitoring. Through shared dialogues, students were trained to generate questions about text, to summarise what was read, to clarify difficult words and to make predictions. The strategies were taught using the reciprocal teaching method developed by Palincsar and Brown. This method involves provision of support adjusted to students’ difficulties and peer teaching of strategies. Control subjects were exposed to direct instruction of basic reading skills that were presented sequentially and practiced solitarily by the students. Opportunities were given to respond to questions and to summarise but no strategy instruction was provided to foster comprehension monitoring. Two different measures of comprehension and a measure of strategy use were administered to test for variation across different methods of instruction. Findings on all measures provide support for the claim that strategy instruction is indeed superior to traditional remedial methods of skill acquisition in fostering reading literacy comprehension. These findings challenge the common perception that literacy is an organic impossibility for people defined as intellectually disabled. Moreover, the results add to recent research in sociocognitive instruction that supports the need to modify prevailing methods of reading curriculum and suggests a reconceptualisation of the comprehension process and its instruction to students with intellectual disabilities.  相似文献   

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