Journal articles on the topic 'Reading intervention programs'
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Murray, Maria S., Kristen A. Munger, and Elfrieda H. Hiebert. "An analysis of Two Reading Intervention Programs." Elementary School Journal 114, no. 4 (June 2014): 479–500. http://dx.doi.org/10.1086/675635.
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Jenkins, Joseph R., Ellen Schiller, Jose Blackorby, Sara Kalb Thayer, and W. David Tilly. "Responsiveness to Intervention in Reading." Learning Disability Quarterly 36, no. 1 (November 15, 2012): 36–46. http://dx.doi.org/10.1177/0731948712464963.
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This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school’s RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools’ RtI models.
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Auletto, Kathryn C., and Mary-Kate Sableski. "Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District." International Journal of Educational Reform 27, no. 3 (July 2018): 234–52. http://dx.doi.org/10.1177/105678791802700301.
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Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?
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Hawkins, Sue. "Early Intervention in Preventing Reading Problems." Academic Therapy 21, no. 2 (November 1985): 193–97. http://dx.doi.org/10.1177/105345128502100210.
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Gustafson, Stefan, Linda Fälth, Idor Svensson, Tomas Tjus, and Mikael Heimann. "Effects of Three Interventions on the Reading Skills of Children With Reading Disabilities in Grade 2." Journal of Learning Disabilities 44, no. 2 (March 2011): 123–35. http://dx.doi.org/10.1177/0022219410391187.
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In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs ( n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.
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Horowitz-Kraus, Tzipi, and Sarah Finucane. "Separating the Different Domains of Reading Intervention Programs." SAGE Open 6, no. 2 (April 14, 2016): 215824401663911. http://dx.doi.org/10.1177/2158244016639112.
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CUNHA, Vera Lúcia Orlandi, and Simone Aparecida CAPELLINI. "Informative intervention programs to reading comprehension: Development and implementation." Estudos de Psicologia (Campinas) 34, no. 3 (September 2017): 411–22. http://dx.doi.org/10.1590/1982-02752017000300009.
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Abstract The objective of this study was to develop two intervention programs to promote reading comprehension, one for narrative texts and one for expository texts, to be used by 3rd-5th grade elementary school teachers in the classroom. The applicability of the programs was verified. A total of 143 elementary school students in 3rd, 4th, and 5th grades participated in this study. The students were evaluated before and after the administration of the intervention programs. There were significant differences in the answers of inferential questions about the macrostructure of the narrative texts in the three groups of students evaluated. A significant difference was also observed in the expository texts for the group of 5th graders, indicating superior performance of the students submitted to the programs. The strategies of the informative programs were more effective in improving students’ reading performance on the narrative texts than on the expository texts. Therefore, the strategies used should be reviewed in future studies.
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Le Fevre, Deidre, and Virginia Richardson. "Staff development in early reading intervention programs: the facilitator." Teaching and Teacher Education 18, no. 4 (May 2002): 483–500. http://dx.doi.org/10.1016/s0742-051x(02)00011-2.
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Das, J. P., V. Hayward, George K. Georgiou, Troy Janzen, and Neelam Boora. "Comparing the Effectiveness of Two Reading Intervention Programs for Children With Reading Disabilities." Journal of Cognitive Education and Psychology 7, no. 2 (January 2008): 199–222. http://dx.doi.org/10.1891/194589508787381836.
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The effectiveness of two reading intervention programs (phonics-based and inductive learning) was investigated with 63 First Nations children identified as poor readers in Grades 3 and 4 in Study 1, whereas in Study 2, the efficacy of booster sessions for inductive learning or PREP (PASS Reading Enhancement Program) was examined. The major dependent variables in Study 1 were pretest to posttest changes following intervention on reading tests for word reading and word decoding. Other dependent variables comprised tests of phonological awareness, rapid naming speed, and cognitive tests of Planning, Attention, Successive, and Simultaneous processing (PASS). Results of Study 1 showed a significant improvement on both reading tasks following inductive learning intervention, among children below the median in comparison with those above the median. The phonics-based program resulted in similar improvement in only one of the reading tasks, word decoding. Results are discussed in terms of approaches to reading intervention for children with persistent reading difficulties. In Study 2, the important dependent variables were word reading and word decoding, as well as passage comprehension. Results showed that PREP participants evidenced continued improvements in their reading skills, notably in comprehension.
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Archambault, Catherine, Sterett H. Mercer, Michèle P. Cheng, and Sonja Saqui. "Lire en Français: Cross-Linguistic Effects of Reading Fluency Interventions in French Immersion Programs." Canadian Journal of School Psychology 34, no. 2 (February 14, 2018): 113–32. http://dx.doi.org/10.1177/0829573518757790.
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Research on the development of reading skills in bilingual students suggests that reading skills develop interdependently across languages. The current study examined the effects of a French reading fluency intervention on the French and English reading skills of three Grade 3 students attending a French immersion program using a concurrent multiple baseline across participants single-case design. Results indicate that the intervention produced improvements in French reading fluency on instructional passages during intervention sessions and generalized improvements in English reading fluency skills. These findings provide additional support for the transferability of reading skills across languages.
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Gonzalez, Naihobe. "When evidence-based literacy programs fail." Phi Delta Kappan 100, no. 4 (November 26, 2018): 54–58. http://dx.doi.org/10.1177/0031721718815675.
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More than ever, educators are expected to implement evidence-based interventions to improve student outcomes. This is often easier said than done, as illustrated by a recent study by Mathematica Policy Research in Oakland, California. To help secondary students who were several years behind in reading, the district piloted an intensive program for struggling readers that had been proven to work in early grades. The study showed that the intervention was difficult to implement in secondary schools and actually did more harm than good. The findings highlighted the importance of considering context and implementation, in addition to evidence of effectiveness, when choosing an intervention program.
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Schmitterer, Alexandra M. A., and Garvin Brod. "Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?" Journal of Learning Disabilities 54, no. 5 (January 15, 2021): 349–64. http://dx.doi.org/10.1177/0022219420981990.
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Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was “not necessary,” “potentially necessary,” or “definitely necessary.” Independent experimenters tested the students’ reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers’ decisions with regard to students’ needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students’ spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers’ ratings over and above students’ reading skills. Teachers thus relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers’ assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.
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Bippert, Kelli, and Janis Harmon. "Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs." Reading Psychology 38, no. 2 (November 2, 2016): 203–30. http://dx.doi.org/10.1080/02702711.2016.1245691.
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Tannock, Rosemary, Jan C. Frijters, Rhonda Martinussen, Erin Jacquelyn White, Abel Ickowicz, Nancy J. Benson, and Maureen W. Lovett. "Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study." Journal of Learning Disabilities 51, no. 1 (December 8, 2016): 55–72. http://dx.doi.org/10.1177/0022219416678409.
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To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7–11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or strategy-based reading instruction, or general academic strategy and social skills training) in combination with either immediate-release methylphenidate or placebo. Multiple-blind procedures were used for medication/placebo, given twice daily. Children received 35 hours of instruction in 10 weeks, taught by a trained teacher in a separate school classroom, in small matched groups of 2 to 3. Children’s behavior and reading abilities were assessed before and after intervention. Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral symptoms (reported by classroom teachers) but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status). Small sample sizes precluded interpretation of possible potentiating effects of stimulant medication on reading skills taught in particular reading programs. Intensive reading instruction, regardless of treatment with stimulant medication, may be efficacious in improving reading problems in children with ADHD+RD and warrants further investigation in a large-scale study.
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Folsom, Jessica S., Deborah K. Reed, Ariel M. Aloe, and Sandra S. Schmitz. "Instruction in District-Designed Intensive Summer Reading Programs." Learning Disability Quarterly 42, no. 3 (April 9, 2018): 147–60. http://dx.doi.org/10.1177/0731948718765207.
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This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade. Observations of the 40 classes were conducted near the beginning, middle, and end of the average 23 days of instruction, and analyzed to capture the proportion of time spent in various instructional groupings (e.g., whole class, small group) and components (e.g., phonological awareness, comprehension). Findings revealed that most time was spent in whole-class instruction, despite the need to offer students a more intensive intervention. Only two thirds of instructional time was spent specifically in reading-related activities. Approximately 30% of literacy instruction was code-focused (e.g., phonics), and 70% was meaning-focused (e.g., comprehension). The discussion addresses the alignment of observations with prior research on effective instruction and implications for designing future district-designed intensive summer reading programs.
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Banerjee, Abhijit V., Rukmini Banerji, Esther Duflo, Rachel Glennerster, and Stuti Khemani. "Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India." American Economic Journal: Economic Policy 2, no. 1 (February 1, 2010): 1–30. http://dx.doi.org/10.1257/pol.2.1.1.
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Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality. We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India: providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps. These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school. However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills. This suggests that citizens face constraints in influencing public services. (JEL H52, I21, I28, O15)
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Jamshidifarsani, Hossein, Samir Garbaya, Theodore Lim, Pierre Blazevic, and James M. Ritchie. "Technology-based reading intervention programs for elementary grades: An analytical review." Computers & Education 128 (January 2019): 427–51. http://dx.doi.org/10.1016/j.compedu.2018.10.003.
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Sabatini, John P., Jane Shore, Steven Holtzman, and Hollis S. Scarborough. "Relative Effectiveness of Reading Intervention Programs for Adults With Low Literacy." Journal of Research on Educational Effectiveness 4, no. 2 (March 30, 2011): 118–33. http://dx.doi.org/10.1080/19345747.2011.555290.
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Alfonso Gil, Sonia, Manuel Deaño Deaño, Aida Ramos Trigo, Ángeles Conde Rodríguez, María Elena Gayo Álvarez, Valentín Iglesias-Sarmiento, Sandra Limia González, and Fernando Tellado González. "PREVENCIÓN E INTERVENCIÓN DE LAS DIFICULTADES DE APRENDIZAJE EN LECTURA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (November 4, 2017): 71. http://dx.doi.org/10.17060/ijodaep.2017.n1.v3.976.
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Abstract.PREVENTION AND INTERVENTION OF LEARNING DIFFICULTIES IN READINGPrograms of strategic and mediated reading instruction based on cognitive processes allow the effective mastery of this specific skill, as well as the improvement of cognitive processes. Students of 2nd, 5th, and 6th grade of Primary Education, with and without risk of reading difficulty, participated in the implementation of this type of programs. The 2nd-grade students, at risk of reading difficulty, received a reinforcement program in reading skills with a methodology designed so that learning to read took place spontaneously through the internalization of principles and strategies. The students of 5th and 6th grade, without risk of reading difficulty, participated in a program of reading comprehension based on the strategic and metacognitive instruction of this skill. In 2nd grade, the results indicated a significant improvement of successive cognitive processing, associated with the mastery of phonological awareness. In 5th and 6th grade, significant improvements were obtained in reading comprehension and in the cognitive process of planning, linked to the use of strategies and to learning supervision and regulation. For some student, the 2nd-graders, the use of this type of intervention programs constitutes the best prevention of learning difficulty, as it significantly improves their scores in successive processing. The results obtained in 5th and 6th grade extend our existing knowledge of the efficacy of instruction programs in reading comprehension by including support through questions formulated in the learning context in order to make the students aware of the most efficient cognitive strategies for the development of reading competence.Keywords: Reading, prevention, intervention, mediated learning, metacognitive and strategic instruction.Resumen.Los programas de enseñanza estratégica y mediada de la lectura basados en procesos cognitivos permiten el dominio eficaz de esta habilidad específica, así como la mejora de los procesos cognitivos. Estudiantes de 2º, 5º y 6º curso de la etapa de Educación Primaria, con y sin riesgo de dificultad lectora, participaron en la implementación de este tipo de programas. A los estudiantes de 2º curso, en riesgo de dificultad lectora, se les aplicó un programa de refuerzo en habilidades lectoras con una metodología diseñada para que el aprendizaje de la lectura tuviese lugar de manera espontánea a través de la interiorización de principios y estrategias. Los estudiantes de 5º y 6º curso, sin riesgo de dificultad lectora, participaron de un programa de comprensión lectora basado en la instrucción estratégica y metacognitiva de dicha habilidad. En 2º curso los resultados indicaron una mejora significativa del proceso cognitivo sucesivo, asociado al dominio de la conciencia fonológica. En 5º y 6º se obtuvieron mejoras significativas en compresión lectora y en el proceso cognitivo de planificación, vinculado al uso de estrategias y a la supervisión y regulación del aprendizaje. Para los estudiantes de 2º curso, el uso de este tipo de programas de intervención constituye la mejor prevención de la dificultad de aprendizaje como evidencia en la mejora significativa de sus puntuaciones en procesamiento sucesivo. Los resultados obtenidos en 5º y 6º amplían el conocimiento existente sobre la eficacia de los programas de instrucción en comprensión lectora al incluir, en el contexto de aprendizaje, el apoyo mediante preguntas para hacer conscientes a los estudiantes de las estrategias cognitivas más eficientes para el desarrollo de la competencia lectora.Palabras clave: Lectura, prevención, intervención, aprendizaje mediado, instrucción estratégica y metacognitiva.
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Bharadwaj, Sneha V. "Prologue to the Forum: Literacy and Language Issues In Children With Hearing Loss." Perspectives of the ASHA Special Interest Groups 5, no. 6 (December 17, 2020): 1363–65. http://dx.doi.org/10.1044/2020_persp-20-00141.
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Purpose The purpose of this forum is to provide an update on reading outcomes in preschool- and school-age children with hearing loss and to provide guidance on intervention strategies to improve reading skills. Conclusions Preschool- and school-age children with hearing loss may show deficits in various reading and reading-related skills depending on their age, duration of deafness, severity of hearing loss, age at which they were fitted with hearing technologies, speech recognition skills, communication mode, and quality of intervention. Several linguistic and cognitive factors also are associated with reading outcomes. Thus, intervention programs must be multicomponent in nature and designed to fit the unique needs of each child.
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Al Otaiba, Stephanie, Amy Gillespie Rouse, and Kristi Baker. "Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia." Language, Speech, and Hearing Services in Schools 49, no. 4 (October 24, 2018): 829–42. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0022.
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PurposeThe purpose of this narrative review of the literature is to provide a description of intensive interventions for elementary grade students with dyslexia, students with learning disabilities, and students with intensive reading and writing needs.MethodFirst, we provide a brief overview of response to intervention. Second, we explain our theoretical framework for the review. Third, we describe evidence-based interventions, which are divided into predominantly reading or writing interventions. Fourth, we explain data-based individualization for these programs based on a taxonomy of intensity, and we provide an illustrative case study.ConclusionWe conclude by describing a set of links to websites and technical assistance resources that may be helpful for speech-language pathologists, teachers, and other interventionists to stay current with this research base and to lead professional learning communities.
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Feng, Yaohua, Christine Bruhn, and David Marx. "Evaluation of different food safety education interventions." British Food Journal 118, no. 4 (April 4, 2016): 762–76. http://dx.doi.org/10.1108/bfj-10-2015-0372.
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Purpose – The positive deviance (PD) focus group is a novel educational intervention that allows participants to discuss their food handling behaviors and decide to try recommended practices modeled by people like themselves. Currently, most food safety education is delivered through reading materials. The purpose of this paper is to explore the effectiveness of food safety education utilizing three interventions: PD, personal story reading and reading standard material. Design/methodology/approach – A total of 89 pregnant women and 93 people with diabetes received food safety information through one of three intervention methods: PD, reading standard educational material (Standard) and reading material presented in a story format (Story). A survey assessed self-reported risk and food safety knowledge and personal hygiene before and after the interventions. Take-home assignments allowed participants to practice recommendations. Post class interviews and survey assessed knowledge gained and reported behavior change. Findings – Compared to those who merely read educational information, participants in a PD Intervention had higher knowledge scores and adopted more safe handling recommendations. Involvement of the participants and the length of information exposure likely contributed to the significant difference between the interventions. This suggests that food safety education is most effective when delivered in a supportive discussion format. Health education programs for these vulnerable groups should endeavor to deliver safe food handling guidelines through a PD approach. Originality/value – Previous research demonstrated the effectiveness of PD when delivering nutrition education. This is the first paper that explored the effectiveness of a PD intervention in delivering safe handling recommendations.
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Fung, Suk-Chun. "Effect of a Canine-Assisted Read Aloud Intervention on Reading Ability and Physiological Response: A Pilot Study." Animals 9, no. 8 (July 24, 2019): 474. http://dx.doi.org/10.3390/ani9080474.
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The aim of this study was to determine whether there is an increase in the reading fluency and accuracy of three lower performing third-graders after participating in a canine-assisted read-aloud program, as well as an increase in the relaxation level during and after the program. This study employed a pre-test-post-test design to test the hypotheses that gains would be made in both reading fluency and reading accuracy upon completion of the program. The three grade 3 students were assessed by the Chinese Character Reading Test and the Reading Fluency Test. During the intervention, they read to a trained canine in the presence of a handler. Three days after the completion of the seven 20-min interventions, the participants were assessed by the two standardized reading tests a second time. Heart rate variability (HRV) responses to the pre-test, the intervention and the post-test were recorded. The three grade 3 students attained a higher level of relaxation while reading to the dog and increased their reading fluency after the reading sessions. These results provided preliminary evidence that the canine-assisted read-aloud program can increase the reading performance of children with lower performance. Implications for future research and reading programs will be discussed.
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Capellini, Simone Aparecida, and Fabio Henrique Pinheiro. "Development and Implementation of Metaphonological Skills and Reading Assessment and Intervention Programs." Procedia - Social and Behavioral Sciences 174 (February 2015): 1650–58. http://dx.doi.org/10.1016/j.sbspro.2015.01.817.
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Reynolds, Meree, Kevin Wheldall, and Alison Madelaine. "Meeting Initial Needs In Literacy (MINILIT): Why we Need it, How it Works, and the Results of Pilot Studies." Australasian Journal of Special Education 31, no. 2 (September 2007): 147–58. http://dx.doi.org/10.1017/s1030011200025689.
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As students who have difficulty in acquiring the basic processes in reading are significantly disadvantaged in later schooling, there is a need for effective interventions for young at-risk students. Reading Recovery is the most widely known and extensively promoted intervention for young struggling readers. However, serious reservations have been expressed about both its efficacy and its cost-effectiveness. An alternative intervention (MINILIT), that incorporates findings and recommendations of recent reviews of research about effective instruction in early literacy, has been developed. This intervention features small-group instruction by tutors. The results of three pilot studies of MINILIT are presented. These studies were carried out with Year 1 and Year 2 students in a variety of settings. The students, who were identified as struggling readers by teachers in their schools, attended tutoring sessions for one hour a day, four days a week, for 15 weeks. Pre-testing of individual students on standardised and curriculum-based tests was carried out prior to the intervention and testing was repeated after 15 weeks. Data indicate that students who completed the intervention made significant and substantial gains in both reading and spelling. Results suggest that MINILIT may be a viable intervention that may achieve results similar to, or better than, existing programs with greater cost-effectiveness.
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Erickson, Joy Dangora. "Primary Students’ Emic Views of Reading Intervention: A Qualitative Case Study of Motivation." Literacy Research: Theory, Method, and Practice 68, no. 1 (August 21, 2019): 86–107. http://dx.doi.org/10.1177/2381336919870282.
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Although research indicates that motivation influences reading development and achievement, studies examining the motivation of primary-age readers are scarce and limited. Assuming school experiences play a role in shaping motivation, it is imperative that younger children’s motivation to read within the context of reading intervention programs be examined. This qualitative case study takes a step toward addressing the gap in the literature. The motivation and engagement of eight children identified as “at risk” for reading difficulties (four first graders and four second graders) specific to a pullout reading intervention program were investigated via researcher field notes and video logs, reading specialist engagement questionnaires and interviews, and participatory student interviews. Findings reveal that reports of engagement were mainly consistent with children’s preferences for doing reading in the classroom or in the intervention setting; however, children’s own perceptions were essential in understanding how the benefits and costs each associated with the intervention combined to influence motivation.
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Shelton, Alexandra, Jade Wexler, Rebecca D. Silverman, and Laura M. Stapleton. "A Synthesis of Reading Comprehension Interventions for Persons With Mild Intellectual Disability." Review of Educational Research 89, no. 4 (June 20, 2019): 612–51. http://dx.doi.org/10.3102/0034654319857041.
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The inclusion of individuals with intellectual disability (ID) in typical settings is increasing. To promote success in these settings, educators must support the reading comprehension of individuals with ID. Therefore, we conducted a synthesis of the extant research on reading comprehension interventions for individuals in the largest category of ID—mild ID—in Grades 4 through 12 and postsecondary programs. We review the methodological and intervention features of eight group-design studies and six single-case design studies published between January 2001 and December 2018. Findings from the 14 studies revealed inconsistent effects of single-component and multicomponent interventions on expository and narrative reading comprehension. However, medium to large positive effects were typically found from interventions using peer-mediated instruction and explicit strategy instruction. More rigorous research investigating the effects of reading comprehension interventions for individuals with mild ID using standardized measures is warranted. Practical implications and recommendations for future research are discussed.
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Drigas, Athanasios, and Elektra Batziaka. "Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten." International Journal of Emerging Technologies in Learning (iJET) 11, no. 02 (February 23, 2016): 53. http://dx.doi.org/10.3991/ijet.v11i02.5193.
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This article is a review of how Information and Communication Technologies (ICTs) help in the assessment and early intervention of reading disabilities (RD) and especially of dyslexia. Phonological awareness is highlighted as a main ability that predicts later reading skills. Here are presented several studies that display computer games, programs and applications by which teachers can intervene to boost phonological awareness and help preventing RD or dyslexia from an early age. Most studies focus in preschool age, although dyslexia in kindergarten is a field that has not been investigated thoroughly, and are certainly a precursor for studies to follow.
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Reed, Deborah K. "Reading Interventions Delivered Outside of School: Introduction to the Special Issue." Learning Disability Quarterly 42, no. 3 (September 17, 2018): 132–34. http://dx.doi.org/10.1177/0731948718795263.
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Interventions for individuals with or at risk for reading disability (RD) need not occur only during the typical school day. Educators and researchers have been actively seeking opportunities to extend literacy learning through home-based, summer, and other tutoring programs. Nevertheless, alternative settings can pose greater difficulty with maintaining participation and ensuring high quality experiences. This introduction to a special issue on reading interventions delivered out-of-school explains the importance of exploring wraparound services and the reasons behind the challenges these forms of intervention face. It then summarizes the key purposes and findings of the three articles composing the special issue, which span early childhood as well as the school-age years.
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von Tetzchner, Stephen, Stein Olav Rogne, and Marion K. Lilleeng. "Literacy Intervention for a Deaf Child with Severe Reading Disorder." Journal of Literacy Research 29, no. 1 (March 1997): 25–46. http://dx.doi.org/10.1080/10862969709547948.
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The case study of a Norwegian deaf boy with severe reading disorder is described. In spite of average and above-average performance on standardized tests, adequate motivation, and the fact that the reading instruction was adapted to the signing environment of the deaf students, on entering the 5th grade at 11 years of age, the boy was functionally illiterate. A holistic approach to writing instruction was initiated, based on process-oriented writing, Norwegian sign language, drawings, and word processing augmented with a word prediction system called PAL. This approach managed to get writing within his zone of proximal development, that is, it made it possible to provide him with writing assignments that he could learn to complete. With appropriate help and guidance from the teachers, the student himself actively acquired reading and writing skills, which he now uses independently for schoolwork and self-initiated writing activities, as well for as reading newspapers and closed-captioned television programs.
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Santos Plaza, Carlos Manuel, and Mª Elena Del Campo Adrián. "PROGRAMA PARA EL INCREMENTO DE LA EFICIENCIA LECTORA EN ALUMNOS ADOLESCENTES CON BAJA VISIÓN." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (September 10, 2016): 317. http://dx.doi.org/10.17060/ijodaep.2014.n1.v1.377.
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Abstract:This research describes the design and development of an optimization program addressed to improve the reading efficiency of student with low vision, EFILECT. An individualized programme for adolescent students, aged 11 to 18, with moderate or severe low vision. EFILECT allows them to apply an intervention program based on a combined model of procedures like: repeated reading, joint reading and speed reading techniques. EFILECT program has been applied in a study involving 6 students with visual impairment and reading difficulties. The group of students participating in the research have got a significant improvement in the reading efficacy. In this article we performe a single-subject analysis of 3 students. Acording to the results EFILECT appears to be an effective program for some students with visual impairments. Teachers can engage children in programs addressed to implement strategies in an effort to develop automaticity in reading and improve comprehension. However a more in depth research is needed in order to develop and validate programs addressed to implement strategies. These strategies will allow to optimize and minimize the learning efforts.Keywords: Education. Visual rehabilitation. Students with low vision. Reading skills.Resumen:Esta investigación describe el diseño y desarrollo de un programa para incrementar la eficiena lectora de estudiantes con baja visión, EFILECT. Un programa individualizado para estudiantes adolescentes, de 11 a 18 años, con baja visión moderada o severa. EFILECT ha propuesto una intervención basada en la combinación de tres procedimientos: el método de “lecturas repetidas”, la lectura conjunta y las técnicas de lectura rápida. Ha sido aplicado en un estudio con 6 estudiantes con deficiencia visual y dificultades lectoras. El grupo de estudiantes participantes en esta investigación han obtenido una significativo incremento de su eficiencia lectora. En este artículo se realiza un análisis de caso único de tres de los alumnos. De acuerdo a los resultados obtenidos EFILECT es un programa eficiente para algunos de los estudiantes con deficiencia visual. Los profesores pueden utilizar con sus alumnos programas diseñados para implementar estrategias con el objetivo de automatizar la lectura e incrementar la comprensión. No obstante es necesario investigaciones adicionales para desarrollar y validar programas que tengan como objetivo implementar estrategias. Estas estrategias permitirán optimizar y minimizar los esfuerzos de aprendizaje.Palabras clave: Educación. Rehabilitación visual. Alumnos con baja visión. Lectura. Habilidades lectoras.
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Hindin, Alisa, and Jeanne R. Paratore. "Supporting Young Children's Literacy Learning through Home-School Partnerships: The Effectiveness of a Home Repeated-Reading Intervention." Journal of Literacy Research 39, no. 3 (September 2007): 307–33. http://dx.doi.org/10.1080/10862960701613102.
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The purpose of this study was to examine the effectiveness of a home repeated-reading intervention on the reading achievement of eight low-performing second-grade children in an urban school by taking into consideration their need to develop automaticity and the role their parents play in this process. Specifically we posed the following questions: Does participation in a home repeated reading intervention improve children's (a) reading accuracy, (b) reading fluency, and (c) reading skills on an independent reading task? When parents participate in a home repeated reading intervention, (a) what word-study strategies do they use to support their children's reading and (b) how do the strategies they use influence children's subsequent word errors? A multiple-baseline across-subjects design and a pre-post design were used to assess the effectiveness of the intervention. Results indicated that all participants made substantially fewer reading errors during the intervention as compared to their performance on baseline stories. All participants demonstrated decreased error rates from the first to the last reading of stories, and significant fluency gains were evident in all cases when comparing mean baseline fluency with mean intervention fluency. All participants made considerable gains in fluency from the first to the last reading of each story, and all children improved on an independent reading measure. All participants read more than 10,000 words during the home intervention. Parents monitored their children's home reading. Four parents provided substantial word-level support, and the children who received this support made fewer repeated reading errors. The children who begin school with full, or nearly full, literacy pocketbooks, in terms of the dominant literacy Discourse, will consistently and inevitably outperform, outlearn, and outscore those children who arrive at the school door with considerably less. While it is the responsibility of the schools to teach what is needed, programs that focus on increasing the level and degree of literacy in the homes of children have begun and are desperately needed. (Purcell-Gates, 1995, pp. 198–199)
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Zoski, Jennifer L., and Karen A. Erickson. "Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners." Communication Disorders Quarterly 38, no. 3 (August 12, 2016): 161–71. http://dx.doi.org/10.1177/1525740116660817.
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This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners ( n = 10) and native English speakers ( n = 7), participated in a 6-week small-group therapy program, for a total of 12 intervention hours. Students received therapy in one of the following: phonological awareness and letter knowledge; morphological awareness; or a three-pronged intervention that addressed all three areas. Students demonstrated moderate to large gains in word reading ( d = 1.79–2.19), phonological awareness ( d = 0.73–1.59), morphological awareness ( d = 0.57–3.96), and morphological spelling ( d = 0.77–3.0). Analyses revealed no significant differences based on the type of intervention received. These results provide preliminary evidence for the feasibility of three-pronged linguistic awareness instruction for kindergarten students at risk for later reading difficulties, including English language learners, in intensive intervention programs.
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Worthy, Jo, Natalie Svrcek, Annie Daly-Lesch, and Susan Tily. "“We Know for a Fact”: Dyslexia Interventionists and the Power of Authoritative Discourse." Journal of Literacy Research 50, no. 3 (June 29, 2018): 359–82. http://dx.doi.org/10.1177/1086296x18784759.
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Although researchers have studied dyslexia for over a century, there is still much debate about how dyslexia differs from other reading difficulties and how to support students labeled dyslexic. Nevertheless, dyslexia policy and practice are steeped in authoritative discourse that speaks of a definitive definition, unique characteristics, and prescribed intervention programs that are not well supported by research. In Texas, and increasingly in other states, only educators trained in these programs are considered qualified to provide intervention for students identified as dyslexic. In contrast to earlier research, which found that the word dyslexia decreased teachers’ confidence and feelings of self-efficacy, the dyslexia interventionists we interviewed expressed a high degree of confidence and certainty about dyslexia and the interventions they used. Bakhtin’s notion of authoritative and internally persuasive discourse helped us think about the reasons for these findings and how to initiate a broader and more inclusive conversation about dyslexia.
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Lorusso, Maria Lulsa, Andrea Facoetti, and Dirk J. Bakker. "Neuropsychological Treatment of Dyslexia: Does Type of Treatment Matter?" Journal of Learning Disabilities 44, no. 2 (March 2011): 136–49. http://dx.doi.org/10.1177/0022219410391186.
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In this study, 123 children with a diagnosis of developmental dyslexia were assigned to different treatment groups, either variations of Bakker’s intervention program based on the balance model or a control, a specific reading training group. Thorough cognitive and neuropsychological assessment allowed determination of the subtype of dyslexia according to the balance model and the neuropsychological profile with respect to reading and spelling abilities, verbal memory, and phonemic awareness. Characteristics of hemisphere-specific stimulation were systematically manipulated in an effort to shed light on the bases and mechanisms of reading improvement. It was shown that the effects of treatment vary according to type of dyslexia and that the different intervention programs have differential effects on reading-related neuropsychological functions. Since opposite effects can be produced by the same type of treatment in different dyslexia subtypes, the results of the study suggest that accurate classification of subtype on the base of reading and reading-related variables is advantageous for an optimal planning of the therapy.
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Mol, Suzanne E., Adriana G. Bus, and Maria T. de Jong. "Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language." Review of Educational Research 79, no. 2 (June 2009): 979–1007. http://dx.doi.org/10.3102/0034654309332561.
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This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments ( n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important. Although teaching print-related skills is not part of interactive reading programs, 7% of the variance in kindergarten children’s alphabetic knowledge could be attributed to the intervention. The study also shows that findings with experimenters were simply not replicable in a natural classroom setting. Further research is needed to disentangle the processes that explain the effects of interactive reading on children’s print knowledge and the strategies that may help transfer intervention effects from researchers to children’s own teachers.
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Gillon, Gail, and Barbara Dodd. "The Effects of Training Phonological, Semantic, and Syntactic Processing Skills in Spoken Language on Reading Ability." Language, Speech, and Hearing Services in Schools 26, no. 1 (January 1995): 58–68. http://dx.doi.org/10.1044/0161-1461.2601.58.
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The efficacy of a program designed to remediate the spoken language deficits of students with specific reading disability was evaluated. The study investigated the learning of program content and the effects of training spoken language on reading accuracy and reading comprehension ability. The program consisted of two parts: one providing explicit instruction in phonological processing skills and the other providing training in semantic-syntactic skills. Ten students, aged between 10–12 years, who had demonstrated severe difficulties on written and higher-level spoken language tasks during the 2 years before the current study, participated in the intervention program. Subjects were randomly divided into two groups. Group 1 received the phonological training program first followed by the semantic-syntactic training program, and Group 2 received the programs in the reverse order. Subjects were trained for 12 hours over a 6-week period on each of the programs in their regular school environment. Results indicated that the phonological and semantic-syntactic deficits of students with specific reading disability can be remediated successfully. Improvement in these skills had significant positive effects on reading accuracy and comprehension performance. Training in phonological processing skills had a greater impact on reading accuracy than training in semantic-syntactic skills, but both programs contributed to improved reading comprehension ability. Results are discussed in terms of current theories of reading disability and implications for speech-language pathologists are addressed.
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Carmon, Yehudith, Aryeh Wohl, and Shmuel Even-Zohar. "The Musical Notes Method for Initial Reading Acquisition." Journal of Cognitive Education and Psychology 7, no. 1 (January 2008): 81–100. http://dx.doi.org/10.1891/194589508787381935.
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A century of experimental approaches to reading instruction has not significantly reduced initial reading acquisition problems. Though researchers continue to identify more and more symptoms of deficiencies, they have, to date, come up with but few solutions. Reading instruction traditionally begins with the particular components of a specific language. In this study, we investigate a method that begins with general, basic reading components common to all written alphabetical languages, including musical notation. We propose to introduce reading by using an original and simple musical vehicle, the Toy Musical Notes (TMN) method. After creating a primary reading scheme through music, verbal reading becomes much easier. Our method was tested on 150 preschool children, who participated in three intervention programs: TMN, conventional music, and a control group, which had a non-musical intervention program. Pre- and posttests were administered with follow-up assessments in reading development conducted in the first grade. The results reflected significant achievements for the TMN group on all reading parameters: number of mistakes, vocal reading time, velocity, and comprehension. Applying this method allowed us to use children’s natural musical interest to help them learn to read and comprehend better.
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Cancer, Stievano, Pace, Colombo, and Antonietti. "Cognitive Processes Underlying Reading Improvement during a Rhythm-Based Intervention. A Small-Scale Investigation of Italian Children with Dyslexia." Children 6, no. 8 (August 8, 2019): 91. http://dx.doi.org/10.3390/children6080091.
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Music and rhythm-based training programs to improve reading are a novel approach to treatment of developmental dyslexia and have attracted the attention of trainers and researchers. Experimental studies demonstrating poor basic auditory processing abilities in individuals with dyslexia suggest they should be effective. On this basis, the efficacy of a novel rhythm-based intervention, Rhythmic Reading Training (RRT), was recently investigated and found to improve reading skills in Italian children with dyslexia, but its mode of action remains somewhat unclear. In this study, 19 children and preadolescents with dyslexia received 20 sessions of RRT over 10 weeks. Gains in a set of reading-related cognitive abilities—verbal working memory, auditory, and visual attention, and rhythm processing—were measured, along with reading outcomes. Analysis of the specific contribution of cognitive subprocesses to the primary effect of RRT highlighted that reading speed improvement during the intervention was related to rhythm and auditory discrimination abilities as well as verbal working memory. The relationships among specific reading parameters and the neuropsychological profile of participants are discussed.
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Gomes-Koban, Clara, Nuria Calet, and Sylvia Defior. "Intervention programs in educational psychology: bridging research and practice." Anales de Psicología 35, no. 3 (August 2, 2019): 378–88. http://dx.doi.org/10.6018/analesps.35.3.327941.
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El término intervención basada en evidencia se está utilizando cada vez más en la investigación educativa. La necesidad de llevar a cabo programas de intervención basados en evidencia científica se fundamenta en que la probabilidad de lograr resultados positivos al implementar dichos programas es mayor. Sin embargo, la brecha entre la investigación y la práctica se mantiene en los países de habla hispana. Utilizando ejemplos del área de investigación en lectura, este trabajo tiene como objetivo promover la reflexión y la discusión sobre la relación entre la evidencia científica y la práctica educativa, particularmente en el contexto de los países hispanohablantes. Por un lado, existe la importancia de generar evidencia a través del diseño de estudios de alta calidad basados tanto en sólidos antecedentes teóricos como en altos estándares metodológicos. Por otro lado, existe el valor de la experiencia profesional de los profesores en realidades escolares muy diversas. ¿Cómo podemos construir puentes para conectar estas dos partes indispensables y atender mejor a las poblaciones de interés? Defendemos la necesidad de desarrollar un sistema de colaboración sostenible entre la comunidad científica y la educativa que permita el intercambio continuo y un apoyo recíproco mediante relaciones más estables. The term evidence-based intervention has been increasingly used in educational research. Calls for the use of intervention programs based on supportive empirical evidence rely in the recognition that the likelihood of achieving positive results when implementing such programs increases. Nevertheless, the gap between research and practice remains also in Spanish-speaking countries. Using examples from the area of reading research, this work aims at promoting the reflection and discussion about the relationship between scientific evidence and school practice, particularly in the context of Spanish-speaking countries. On the one side, there is the importance of generating evidence through the design of high-quality studies based on both sound theoretical background and high methodological standards. On the other side, there is the value of professional experience gathered by the teachers in very diverse school realities. How can we build a bridge to connect these two indispensable parts in order to be able to better serve the populations of interest? We defend the need of developing a sustainable collaborative system between the research community and the educational centers that enables continuous exchange and reciprocal support in longer lasting relationships.
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Stainthorp, Rhona. "A national intervention in teaching phonics: A case study from England." Educational and Developmental Psychologist 37, no. 2 (July 24, 2020): 114–22. http://dx.doi.org/10.1017/edp.2020.14.
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AbstractAt the start of the 21st century, literacy teaching in state primary schools was conducted under a framework guided by a National Literacy Strategy, which recommended a model of reading called ‘The Searchlights Model’. Early on it became clear that rises in performance predicted from adoption of this strategy were not happening. This led to a review of the effective teaching of early reading under the chairmanship of Sir Jim Rose (Rose, 2006). Rose recommended that the Simple View of Reading (Gough & Tunmer, 1986) be adopted as a framework. It also recommended that pupils be taught how to read words in the first instance through the adoption of programs of systematic synthetic phonics. A change in government reinforced this policy and added a national program of early assessment of grapheme-phoneme knowledge. These changes uncovered an important issue: namely that there was no national program for ensuring that teachers had the necessary professional subject knowledge to teach phonics effectively. Steps have been taken to mitigate this. The most recent data from the Progress in International Reading Literacy Studies (PIRLS) 2016 study suggests that England is now beginning to close the achievement gap, with the pupils in the lowest percentiles making the most improvement.
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Wang, Ying, and Catherine McBride. "Beyond Copying." International Journal of Behavioral Development 41, no. 3 (March 21, 2016): 380–89. http://dx.doi.org/10.1177/0165025416637212.
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This study assessed the effects of three intervention programs for Chinese literacy development in kindergartners: the copying (Copy) program; a combined program of copying and Pinyin knowledge (Copy + Pinyin); and a combined program of copying and morphological awareness (Copy + MA). Ninety-seven kindergarteners aged 5–7 years in mainland China (30 in Copy, 32 in Copy + Pinyin, 35 in Copy + MA) participated. Thirty untrained children served as a control group. Children were tested on nonverbal IQ, morphological awareness, orthographic awareness, phonological awareness, invented Pinyin spelling, word reading and writing skills in Chinese. After an eight-week intervention period, children in all three intervention groups progressed significantly more than the control group on literacy skills. Furthermore, the combined program of copying and Pinyin knowledge yielded significantly greater improvement in invented Pinyin spelling than the Copy and control groups. Finally, the combined program of copying and morphological awareness yielded greater improvement in word reading and writing, as well as significantly higher orthographic awareness than other groups. These findings suggest the utility of multi-component interventions for early Chinese literacy learning. That the combined program particularly benefited children’s reading and writing skills at the beginning level suggests that both rote practice and analytic strategies should be emphasized in kindergartens and primary schools in order to produce greater improvements in Chinese literacy acquisition.
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Catts, Hugh W. "Facilitating Phonological Awareness." Language, Speech, and Hearing Services in Schools 22, no. 4 (October 1991): 196–203. http://dx.doi.org/10.1044/0161-1461.2204.196.
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Research demonstrates that the facilitation of phonological awareness is an important component of intervention programs for children at-risk for reading disabilities. In this paper, the principles and techniques that should be considered in designing a phonological awareness training program are discussed. It is argued that speech-language pathologists have the training and clinical expertise, as well as the opportunity to play an integral role in the development and implementation of these programs.
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NICOLAS, VERONICA. "Utilization of Online Oral Reading Test in Determining the Reading Skills of the Grade 6 Pupils in English." Journal of World Englishes and Educational Practices 3, no. 4 (April 25, 2021): 01–05. http://dx.doi.org/10.32996/jweep.2021.3.4.1.
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Reading is every child’s foundation where great learning is involved and evidently proved one’s comprehension. Reading teachers play a vital role in assessing their pupils’ reading skills and administering intervention programs for learners’ reading development. This action research employed the Phil-IRI (Philippine Informal Reading Inventory) Oral Reading Test. This is an informal measure that assesses the pupils’ reading skills, both their reading speed and comprehension. It consists of graded reading passages from Grade I to Grade VI. Each graded passage is followed by 7 comprehension questions for Grades I-III and 8 comprehension questions for Grades IV-VI. The questions are categorized into three dimensions, namely literal, interpretive, and applied. Hence, reading speed and comprehension of the pupils will be classified into three levels as frustration, instructional and independent with the applied criteria given by the Phil-IRI. Furthermore, the results of the study exhibited that the ten groups of pupils demonstrated low reading performance in their oral reading test both in speed and comprehension. The struggle of the online oral reading test was evidently shown through the weak internet connection provided by the internet servers in the country. With this, the researcher designed a reading intervention program through reading remedial class during asynchronous class. This will be administered using the online platform and available reading resources for the enhancement of pupils’ reading skills amidst these trying times of global pandemic, where distance learning has been practised first in the public schools’ setting in the Philippines.
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Churches, Melinda, Mervyn Skuy, and J. P. Das. "Identification and Remediation of Reading Difficulties Based on Successive Processing Deficits and Delay in General Reading." Psychological Reports 91, no. 3 (December 2002): 813–24. http://dx.doi.org/10.2466/pr0.2002.91.3.813.
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Widespread learning problems among South African children are associated with the apartheid era and show a need for effective reading programs. In selecting these programs, it is useful to differentiate between children with dyslexia and children whose reading is poor because teaching was inadequate. In this study, the Woodcock Tests of Reading Mastery-Revised and tests modelled on the Cognitive Assessment System were used to define a group of children with deficits in successive processing associated with dyslexia and a group of children with general reading delay. There were two girls and five boys in each group. For the children with successive processing deficit, the mean age was 9 yr., 8 mo. For the other group, mean age was 9 yr., 3 mo. Control groups were matched for age and sex and kind of reading difficulty. The first group received Das's PASS Reading Enhancement Program, and the second participated in a remedial program based on Whole Language principles. The treatment groups received 24 1-hr. long sessions. Gains in successive processing were shown for the first group, as measured by the tests modelled on Cognitive Assessment System subtests but not for the second group. Both groups showed gains in phonics and word identification, relative to their respective control groups, suggesting the respective intervention program was effective for each group.
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Wallach, Geraldine P., and Alaine Ocampo. "Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model." Language, Speech, and Hearing Services in Schools 48, no. 2 (April 20, 2017): 98–103. http://dx.doi.org/10.1044/2017_lshss-16-0035.
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Purpose In this discussion as part of a response to Catts and Kamhi's “Prologue: Reading Comprehension Is Not a Single Activity” (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The authors were asked to provide readers with evidence-based practices that lend support to applications of a multidimensional model of comprehension. Method We present examples from the reading comprehension literature that support the notion that reading is a complex set of abilities that include a reader's ability, especially background knowledge; the type of text the reader is being asked to comprehend; and the task or technique used in assessment or intervention paradigms. An intervention session from 6th grade serves to demonstrate how background knowledge, a text's demands, and tasks may come together in the real world as clinicians and educators aim to help students comprehend complex material. Conclusions The authors agree with the conceptual framework proposed by Catts and Kamhi that clinicians and educators should consider the multidimensional nature of reading comprehension (an interaction of reader, text, and task) when creating assessment and intervention programs. The authors might depart slightly by considering, more closely, those reading comprehension strategies that might facilitate comprehension across texts and tasks with an understanding of students' individual needs at different points in time.
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O'Brien, David. "Developing Early Reading Skills In Young Aboriginal Children Through Listening Activities." Aboriginal Child at School 22, no. 3 (October 1994): 28–32. http://dx.doi.org/10.1017/s0310582200005307.
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The mastery of beginning reading skills by Aboriginal students is still an area of ongoing concern. The discussion paper released as part of the National Review of Education for Aboriginal and Torres Strait islander people (1994) points to 45% of Aboriginal students having significantly lower levels of achievement in literacy and numeracy than other Australian students despite the intervention programs that have been developed and implemented. The Review also recommends that to improve this situation an emphasis needs to be placed on literacy programs “which identify difficulties as early as possible and which deliver special assistance to improve and maintain literacy achievements at the earliest possible time”(1994). The purpose of this article is to provide an example of one such program that has been developed around new research into the area of early reading development and used successfully with young Aboriginal students.
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Melzi, Gigliana, and Margaret Caspe. "Variations in maternal narrative styles during book reading interactions." Narrative Inquiry 15, no. 1 (September 28, 2005): 101–25. http://dx.doi.org/10.1075/ni.15.1.06mel.
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The present study examined the narrative styles of Spanish-speaking Peruvian and English-speaking U.S. American, college-educated mothers as they shared a wordless book with their three-year old children. Results show two distinct book reading narrative styles: Storytellers, who act as the sole narrator of an engaging story with minimal child participation, and storybuilders, who co-construct the story with their young children. The two maternal styles are discussed in relation to possible differences in conceptions of oral narrative and of the roles narrator and audience play in the construction of a story. Results of the present study have implications for literacy intervention programs in culturally diverse populations.
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Kuruyer, Hayriye Gül, and Ahmet Çakıroğlu. "In the Process of Educational Diagnosis of and Educational Intervention in Specific Learning Difficulties: Primary School Teachers’ Opinions and Experiences." European Journal of Multidisciplinary Studies 6, no. 2 (June 10, 2017): 337. http://dx.doi.org/10.26417/ejms.v6i2.p337-337.
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Students with a specific learning difficulty are students with low achievement and difficulties in the fields of reading, comprehension and language use, writing, listening, thinking, speaking, or mathematical thinking and operational skills. Identification of specific learning difficulties is the first stage in the development of educational intervention programs. In order to be able to make regulations, it is necessary to determine the strengths and weaknesses of these students in terms of their educational needs. Therefore, it is important to explore primary school teachers’ experiences and classroom applications as well opinions and knowledge about the concept of specific learning difficulty and students having such difficulties because determination of interventions to be made to improve a state depends to a great extent on knowledge about the issue. Thus, the purpose of the current study is to explore primary school teachers’ opinions and applications related to educational diagnosis and education intervention processes followed in case of specific learning difficulties. A grounded theory methodology was used. The study group of the current research consists of 8 primary school teachers. The data were collected through semi-structured interviews and observations. The collected data were analyzed by means of the constant comparison method. The analysis yielded four super categories: specific learning difficulty, problems, tasks and process. As a result of the study, it can be maintained that the primary school teachers have both knowledge deficiencies as regards the educational diagnosis of specific learning difficulties and development of educational intervention programs and conceptual fallacies that make diagnosis more difficult. In addition, it was observed that the teachers experienced difficulties in the process of development and application of educational intervention programs.
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Elliott, Julian G., Susan E. Gathercole, Tracy P. Alloway, Joni Holmes, and Hannah Kirkwood. "An Evaluation of a Classroom-Based Intervention to Help Overcome Working Memory Difficulties and Improve Long-Term Academic Achievement." Journal of Cognitive Education and Psychology 9, no. 3 (January 1, 2010): 227–50. http://dx.doi.org/10.1891/1945-8959.9.3.227.
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Two contrasting forms of classroom-based intervention were implemented with 256 primary school children identified as having working memory (WM) difficulties. In one, teaching staff were trained to provide educational environments that were sensitive to the needs of identified children with WM difficulties. The second form of intervention utilized a behavioral teaching approach in which identified children were provided with regular, brief, and highly focused inputs in relevant basic skills areas. A third group of children with similar WM difficulties served as controls. At the end of the year, there was no evidence that either of the intervention programs had resulted in greater WM or academic performance (on Wechsler mathematics and reading tests) than for controls. However, classroom observation data indicated that the extent to which teachers implemented desirable strategies at any time point, inside or outside of the interventions (that is, across all of the research groups), proved to be a predictor of the children’s attainment. The implications of these findings for further work in this burgeoning field are discussed.