scholarly journals An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills

Dyslexia ◽  
2020 ◽  
Vol 26 (4) ◽  
pp. 427-441
Author(s):  
Maria Levlin ◽  
Cecilia Nakeva von Mentzer
Keyword(s):  
Reading Skills ◽  
Word Reading ◽  
Reading Proficiency ◽  
Poor Readers ◽  
Second Grade ◽  
Sight Word ◽  
Sight Word Reading

scholarly journals Summer Learning Loss among Elementary School Children with Reading Disabilities

2014 ◽  
Vol 23 (1) ◽  
Author(s):  
Jessica Menard ◽  
Alexander M Wilson
Keyword(s):  
Private School ◽  
Phonological Processing ◽  
Reading Disabilities ◽  
Reading Skills ◽  
Word Reading ◽  
Receptive Vocabulary ◽  
Learning Loss ◽  
Summer Learning ◽  
Sight Word ◽  
Sight Word Reading

This study investigated whether students with reading disabilities (RD) showed greater regression in reading skills than did non-RD students over the summer vacation. The RD group consisted of 30 students in grades 4 to 6 from a private school for students with learning disabilities and a comparison group of 30 average readers in grades 4 to 6 attending a public school. All students were tested in May/June and September on measures of reading achievement, phonological processing, and oral receptive vocabulary. Significant regression in the RD group’s scores was found on speed of sight word reading, speeded phonological decoding, and untimed sight word reading. These results suggested that students with RD tend to decline in areas that require automatic reading skills. Implications for students with RD in relation to periods of extended absence from formal literacy instruction are discussed.

Teaching sight word reading in a group instructional arrangement using constant time delay

1990 ◽  
Vol 1 (2) ◽  
pp. 81-96 ◽  
Author(s):  
David L. Gast ◽  
Mark Wolery ◽  
Lowry L. Morris ◽  
Patricia Munson Doyle ◽  
Stacie Meyer
Keyword(s):  
Time Delay ◽  
Word Reading ◽  
Constant Time Delay ◽  
Constant Time ◽  
Sight Word ◽  
Sight Word Reading ◽  
Instructional Arrangement

Multicomponent Reading Interventions for Students With Intellectual Disability

2017 ◽  
Vol 39 (4) ◽  
pp. 229-242 ◽  
Author(s):  
Kemal Afacan ◽  
Kimber L. Wilkerson ◽  
Andrea L. Ruppar
Keyword(s):  
Intellectual Disability ◽  
Literature Review ◽  
General Education ◽  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Future Research ◽  
Sight Word ◽  
The Impact

Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general education, it is logical to examine the impact of multicomponent reading interventions for students with ID. The purpose of this literature review was to examine characteristics, outcomes, and quality of multicomponent reading interventions for students with ID. In this review, seven empirical articles fit the inclusionary criteria. Findings indicate that students with ID who were exposed to multicomponent reading programs significantly improved their reading skills compared to their peers with ID who received traditional sight word instruction or to their previous reading performance. This literature review highlights effective strategies used to provide multicomponent reading instruction to students with ID. Implications for reading instruction for students with ID are provided, along with implications for future research.

scholarly journals NODALITY EFFECTS DURING EQUIVALENCE CLASS FORMATION: AN EXTENSION TO SIGHT-WORD READING AND CONCEPT DEVELOPMENT

1994 ◽  
Vol 27 (4) ◽  
pp. 673-683 ◽  
Author(s):  
Craig H. Kennedy ◽  
Tiina Itkonen ◽  
Kristin Lindquist
Keyword(s):  
Equivalence Class ◽  
Word Reading ◽  
Concept Development ◽  
Class Formation ◽  
Sight Word ◽  
Sight Word Reading ◽  
Equivalence Class Formation

Using an iPad® App to Improve Sight Word Reading Fluency for At-Risk First Graders

2014 ◽  
Vol 36 (3) ◽  
pp. 154-166 ◽  
Author(s):  
Shobana Musti-Rao ◽  
Ya-yu Lo ◽  
Erin Plati
Keyword(s):  
At Risk ◽  
Reading Fluency ◽  
Word Reading ◽  
First Graders ◽  
Sight Word ◽  
Sight Word Reading

Teaching Phonological Recoding to Young Children with Phonological Processing Deficits: The Effect on Sight-Vocabulary Acquisition

1997 ◽  
Vol 20 (2) ◽  
pp. 104-125 ◽  
Author(s):  
Joanna K. Uhry ◽  
Margaret Jo Shepherd
Keyword(s):  
Phonological Awareness ◽  
Phonological Processing ◽  
Word Reading ◽  
Individual Case ◽  
Response To Treatment ◽  
Individual Response ◽  
Phonological Recoding ◽  
Sight Word ◽  
Nonword Reading ◽  
Sight Word Reading

This training study combines within-subjects comparisons of several literacy tasks with individual case studies of children with dyslexia over a five-month reading intervention. It was hypothesized that 12 first- and second-grade children with deficits in phonological processing could be taught to use phonological recoding strategies through direct-instruction tutorials. Training included (a) phonological awareness in the form of instruction in segmenting and spelling, (b) letter-sound associations, and (c) guided reading using both phonics-controlled and narrative-controlled text. As a group, the children made significant gains in standard scores on sight-word reading, nonword reading, and spelling. After training, contrary to previous descriptions of children with dyslexia, nonword reading was at least as strong as sight-word reading for the group and for eight of the 12 individual children. There was a great deal of variation in individual response to treatment, with less progress for children with concomitant deficits in phonological awareness and phonological coding in lexical access as measured by rapid continuous, or serial, naming.

Evaluating a Computer-Based Sight-Word Reading Intervention in a Student With Intellectual Disabilities

2012 ◽  
Vol 28 (4) ◽  
pp. 354-366 ◽  
Author(s):  
Jared Yaw ◽  
Christopher H. Skinner ◽  
Michael C. Orsega ◽  
John Parkhurst ◽  
Joshua Booher ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Reading Intervention ◽  
Word Reading ◽  
Sight Word ◽  
Sight Word Reading ◽  
Computer Based
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