Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties     

Denton CA  Wexler J  Vaughn S  Bryan D 《Learning disabilities research & practice》2008,23(2):79-89

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   

Race and librarianship: part II.     

Carolyn E Lipscomb 《Journal of the Medical Library Association》2005,93(3):308-310

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A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties     

Susan M. Ebbers  Carolyn A. Denton 《Learning disabilities research & practice》2008,23(2):90-102

There is reliable evidence that new vocabulary is primarily acquired through wide independent reading. However, struggling readers tend to avoid reading, resulting in limited word encounters and inadequate vocabulary growth, and they often have difficulties inferring the meanings of new words from context. While there are no clear solutions to the problem of vocabulary acquisition for older students with reading difficulties, there are instructional approaches that have some evidence of effectiveness for this population. We describe the research base and promising practices related to three aspects of vocabulary instruction: (1) creating a verbal learning environment that fosters word consciousness, (2) selecting and teaching specific words, and (3) teaching an independent word learning strategy through a combination of contextual and morphemic analysis. These instructional approaches are grounded in overarching principles recognized by researchers as being characteristic of effective instruction for students with learning difficulties, including explicit instruction, promoting cognitive and collaborative engagement, and providing many opportunities for practice, including distributed practice, with teacher feedback. Finally, we discuss the possibilities inherent in a cross‐content schoolwide approach to vocabulary instruction at the secondary level. We conclude with a call for additional research examining the effectiveness of instructional approaches to vocabulary development for secondary school students with reading difficulties, including a schoolwide collaborative model.  相似文献   

Reconsidering a Traditional Instruction Technique: Reassessing the Print Workbook     

Mary Ann Trail  Carolyn Gutierrez  David Lechner   《The Journal of Academic Librarianship》2006,32(6):632-640

The authors used pre- and post-testing to determine if print workbooks helped to improve information literacy skills in 175 college freshmen. The results of the study demonstrate that workbooks remain a useful tool for academic libraries lacking resources or expertise to develop and maintain online tutorials.  相似文献   

Recipes for fun     

Ann Cole  Carolyn Haas 《Early Childhood Education Journal》1979,6(3):36-37

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At Last the Avizandum Show     

Carolyn Slater 《Learning, Media and Technology》1982,8(1):37-45

While television has portrayed the law and lawyers as an entertainment over the years, until recently the legal profession has had little to do with television. Lately, however, television has been used with considerable success and increasing frequency as an instructional medium in the continuing education of lawyers in Scotland. The author describes the background and early experiments in the use of television and demonstrates some of the ways in which television is now contributing to the training work of the Law Society of Scotland.  相似文献   

Recipes for fun     

Ann Cole  Carolyn Haas  Betty Weinberger 《Early Childhood Education Journal》1976,4(2):41-42

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Recipes for fun     

Ann Cole  Carolyn Haas  Elizabeth Heller  Betty Weinberger 《Early Childhood Education Journal》1974,2(1):37-39

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Learning to Teach Science: The Curriculum of Student Teaching in Hiroshima "Attached" Schools     

Tippins  Deborah J.  Kemp  Andy  Ogura  Yasushi  Akiyama  Mikio  Ikeda  Hideo  Isozaki  Tetsuo  Ochiai  Hiroshi  Ohshika  Kiyoyuki  Takemura  Shigekazu  Bryan  Lynn  Keys  Carolyn  Padilla  Michael  Riley  Joseph P.  Thomson  Norman 《Journal of Science Teacher Education》2000,11(3):189-206

Journal of Science Teacher Education -  相似文献   

Clinical librarianship     

Carolyn E. Lipscomb 《Journal of the Medical Library Association》2000,88(4):393-396

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