scholarly journals Reading Instruction for Students with Emotional Disturbance: A Mixed-Methods Investigation

2019 ◽  
pp. 014544551986880
Author(s):  
John William McKenna ◽  
Reesha Adamson ◽  
Michael Solis
Keyword(s):  
Reading Instruction ◽  
Emotional Disturbance ◽  
Student Population ◽  
Future Research ◽  
Instructional Time ◽  
Reading Assessments ◽  
Students With Learning Disabilities ◽  
Training Support ◽  
School Year ◽  
School Based

Although there is a substantial body of observation research investigating the manner in which reading instruction is provided to students with learning disabilities, there is little research in this area involving students with and at risk for emotional disturbance. The purpose of this investigation was to contribute to the limited corpus of observation studies investigating school-based practice in reading for this student population. In this investigation, 11 teachers from two states were systematically observed while providing reading instruction over the course of the 2017-2018 school year. Participating students were also observed over the course of the year and completed two standardized reading assessments at the beginning and end of this investigation. Teachers were also interviewed to identify contextual factors that promote or impede the provision of high quality reading instruction to this student population. Study findings suggest that teachers are in need of additional training, support, and resources to maximize instructional time. Students in this sample tended to make no or minimal progress in reading and were frequently observed displaying low levels of academic engagement across settings. Implications for school practice and areas for future research are discussed.

Broken Promises: Reading Instruction in the Resource Room

1998 ◽  
Vol 64 (2) ◽  
pp. 211-225 ◽  
Author(s):  
Sharon Vaughn ◽  
Sally Watson Moody ◽  
Jeanne Shay Schumm
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Students With Learning Disabilities ◽  
Resource Room ◽  
School Year ◽  
Grade Levels ◽  
Reading Abilities ◽  
Wide Range ◽  
In The Beginning

Reading instruction and grouping practices provided for students with learning disabilities (LD) by special education teachers in the resource room were examined. Fourteen special education teachers representing 13 schools were observed three times over the course of 1 year and interviewed in the beginning and end of the school year. Results indicated that teachers primarily provided whole group reading instruction to relatively large groups of students (5 to 19), and little differentiated instruction or materials were provided despite the wide range (3 to 5 grade levels) of reading abilities represented. Most teachers identified whole language as their primary approach to reading, and little instruction that addressed word recognition or comprehension was observed.

scholarly journals The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

Unraveling the Role of Curriculum in Teacher Decision Making

2016 ◽  
Vol 41 (1) ◽  
pp. 39-57 ◽  
Author(s):  
Molly Baustien Siuty ◽  
Melinda M. Leko ◽  
Kimberly M. Knackstedt
Keyword(s):  
Middle School ◽  
Decision Making ◽  
Reading Instruction ◽  
Struggling Readers ◽  
Self Efficacy ◽  
School Teacher ◽  
Future Research ◽  
School Year ◽  
Bidirectional Relationship ◽  
Intervention Curriculum

Teachers make numerous decisions each day, yet processes undergirding these decisions are elusive and have not been the subject of many in-depth investigations within special education. The purpose of this qualitative investigation, therefore, was to complete a micro-level analysis of the influence of curriculum on 11 middle school teachers’ decisions regarding reading instruction for middle school age struggling readers. Using the theoretical framework of teachers’ literacy-related decision making proposed by Ruppar, Gaffney, and Dymond, the authors conducted interviews and observations during one school year to examine how teachers make curricular decisions based on their access to a prescribed, research-based reading intervention curriculum. Findings indicate the availability of such a curriculum facilitated teachers’ decision making around individualizing instruction and increased their self-efficacy, leading to the conclusion that a bidirectional relationship exists between curriculum and (a) beliefs, (b) self-efficacy, and (c) individualization. Implications for future research and practice in middle school teacher preparation are discussed.

Literacy Learning Cohorts

2016 ◽  
Vol 83 (2) ◽  
pp. 143-164 ◽  
Author(s):  
Mary Brownell ◽  
Mary Theresa Kiely ◽  
Diane Haager ◽  
Alison Boardman ◽  
Nancy Corbett ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Hierarchical Linear Modeling ◽  
Comparison Group ◽  
Literacy Learning ◽  
Instructional Time ◽  
Students With Learning Disabilities ◽  
Word Study ◽  
Linear Modeling ◽  
Word Attack ◽  
Decoding Efficiency

Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone’s (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC teachers demonstrated significant change in instructional time allotted to, and quality of, word study and fluency instruction. LLC teachers also made significantly greater gains on the fluency knowledge measure as compared with the comparison group, but they did not differ in word study knowledge. Hierarchical linear modeling analyses showed that students of LLC teachers made significantly greater gains on word attack skills and decoding efficiency than did students of teachers in the comparison group.

scholarly journals The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16

2022 ◽  
pp. 488-509
Author(s):  
Giulia Binaghi ◽  
Marco Guida
Keyword(s):  
Reading Instruction ◽  
School Context ◽  
Learning Disorders ◽  
Metacognitive Strategies ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Evidence Based Practices ◽  
Problem Solving Skills ◽  
Support Students

This chapter provides a literature review on the evidence-based practices for students with learning disabilities (LD). Selective studies include different effective teaching instructions, either for improving vocabulary knowledge or reading comprehension, and developing math problem-solving skills. Research-based practices could fill the gap between research and practice in special education within school context and could help LD students to achieve the same results as their peers. Reviewed studies were grouped in three main categories, namely (1) hetero-regulated language and reading instructions, (2) hetero-regulated math instructions, and (3) auto-regulated instructions/metacognitive strategies, about both language both reading skills. Twenty-six empirical contributions along the last two decades have been entered. With regard to reading, positive results were found on fluency vocabulary-based activities, explicit reading instruction, and contextual learning. With regard to math problems, cognitive and manual instructions were useful. Finally, the development of metacognitive strategies was found effective for any kind of LD. Limitations and psychoeducational implications of the findings will be illustrated, as well as some considerations for future research.

Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16

2021 ◽  
pp. 51-72
Author(s):  
Giulia Binaghi ◽  
Marco Guida
Keyword(s):  
Reading Instruction ◽  
School Context ◽  
Learning Disorders ◽  
Metacognitive Strategies ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Evidence Based Practices ◽  
Problem Solving Skills ◽  
Support Students

This chapter provides a literature review on the evidence-based practices for students with learning disabilities (LD). Selective studies include different effective teaching instructions, either for improving vocabulary knowledge or reading comprehension, and developing math problem-solving skills. Research-based practices could fill the gap between research and practice in special education within school context and could help LD students to achieve the same results as their peers. Reviewed studies were grouped in three main categories, namely (1) hetero-regulated language and reading instructions, (2) hetero-regulated math instructions, and (3) auto-regulated instructions/metacognitive strategies, about both language both reading skills. Twenty-six empirical contributions along the last two decades have been entered. With regard to reading, positive results were found on fluency vocabulary-based activities, explicit reading instruction, and contextual learning. With regard to math problems, cognitive and manual instructions were useful. Finally, the development of metacognitive strategies was found effective for any kind of LD. Limitations and psychoeducational implications of the findings will be illustrated, as well as some considerations for future research.

Reading Instruction for Students With Learning Disabilities in Grades 4 and 5: An Observation Study

2018 ◽  
Vol 42 (2) ◽  
pp. 67-79 ◽  
Author(s):  
Stephen Ciullo ◽  
Emily Ely ◽  
John William McKenna ◽  
Kat D. Alves ◽  
Michael J. Kennedy
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Strategy Instruction ◽  
Instructional Time ◽  
Teaching Reading ◽  
Students With Learning Disabilities ◽  
Observation Study ◽  
Comprehension Strategy Instruction ◽  
Wide Range

Researchers conducted an observation study to explore the instructional practices of special education teachers ( N = 20) responsible for teaching reading to students with learning disabilities in Grades 4 and 5. With this study, researchers addressed gaps in previous related literature and improved understanding of how teachers spend their time teaching reading. Researchers observed 80 lessons and found that special educators addressed a wide range of instructional skills. The majority of teachers provided targeted phonics instruction, and overall, minimal instructional time was lost due to off-task behavior. Consistent with previous studies, teachers predominantly monitored reading comprehension by asking questions after reading, while reading comprehension strategy instruction accounted for a smaller proportion of instructional time. Researchers conducted focus groups to explore teachers’ perceptions of professional development and determine needs for future teacher training and research.

scholarly journals Reading and Writing The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

scholarly journals The Combined Effects of Regular Classroom and Remedial Learning Programs on the Reading Achievement of First Grade Pupils

2021 ◽  
Author(s):  
Bissonnette Steve ◽  
Christian Boyer ◽  
Frédéric Morneau-Guérin
Keyword(s):  
Reading Instruction ◽  
First Graders ◽  
Experimental Studies ◽  
First Grade ◽  
Combined Effects ◽  
School Year ◽  
Intensive Intervention ◽  
School Based ◽  
Learning Programs ◽  
Quasi Experimental

Abstract In 2003, two school-based programs for teaching reading in English were introduced in Québec: the Accelerated Development of Reading (ADOR) program for first graders and, for ADOR pupils with weak reading skills, the Intensive Intervention in Reading (IIR) support program. Explicit and direct instruction provides the framework for ADOR and IIR. Two quasi-experimental studies were conducted to measure the effects of the ADOR and IIR programs compared to regular reading instruction and remediation. In both studies, the combined effects of ADOR and IIR were measured on two separate cohorts of grade 1 pupils over a full school year. This study shows that the ADOR and IIR programs result in superior reading performance and the largest effects were on subtests measuring reading comprehension.

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