A small group intervention for older primary school-aged low-progress readers: Further evidence for efficacy

2019 ◽  
Vol 36 (2) ◽  
pp. 35-40 ◽  
Author(s):  
Kevin Wheldall ◽  
Nicola Bell ◽  
Robyn Wheldall ◽  
Alison Madelaine ◽  
Meree Reynolds ◽  
...  
Keyword(s):  
Primary School ◽  
Small Group ◽  
Reading Instruction ◽  
Group Intervention ◽  
Word Reading ◽  
Primary School Children ◽  
Nonword Reading ◽  
Group Reading ◽  
Small Group Reading ◽  
Passage Reading

AbstractThe aim of the present study was to determine the efficacy of a small-group reading instruction program that was delivered over two school terms to Australian students in Years 3 through 6. A large cohort (n = 239) of primary school children was assessed on their literacy skills before and after receiving ‘MacqLit’, a phonics-based program designed for older struggling readers. Parametric and nonparametric difference tests were used to compare results at pre- and postintervention time points. Statistically significant improvements with large effect sizes were observed on all raw score measures of word reading, nonword reading, passage reading and spelling. Statistically significant improvements were also observed on standard score measures of nonword reading and passage reading, suggesting the gains were greater than what might be expected to have resulted from typical classroom instruction. The results indicate that older middle primary school-aged students may benefit from phonics-based, small-group reading instruction.

Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten

2008 ◽  
Vol 41 (2) ◽  
pp. 101-114 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Howard Wills ◽  
Mary Veerkamp ◽  
...  
Keyword(s):  
At Risk ◽  
Small Group ◽  
Reading Instruction ◽  
Group Reading ◽  
Instruction And Curriculum ◽  
Small Group Reading

scholarly journals An Experimental Analysis of the Effects of Reading Interventions in a Small Group Reading Instruction Context

2006 ◽  
Vol 15 (2) ◽  
pp. 92-108 ◽  
Author(s):  
Christine M. Bonfiglio ◽  
Edward J. Daly III ◽  
Michael Persampieri ◽  
Melissa Andersen
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Experimental Analysis ◽  
Reading Interventions ◽  
Group Reading ◽  
Small Group Reading

Small Group Reading Instruction: Activities for Teaching Phonemic Awareness, the Alphabetic Principle, and Phonics in a Tier 2 Setting

2017 ◽  
Vol 2 (1) ◽  
pp. 78-85
Author(s):  
Victoria S. Henbest
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
Tier 2 ◽  
Group Setting ◽  
Alphabetic Principle ◽  
Small Group Reading ◽  
Explicit And Systematic Instruction

Explicit and systematic instruction in phonemic awareness, the alphabetic principle, and phonics are critical for children who are struggling to read words. Further, it is the responsibility of the speech-language pathologist (SLP) to provide intervention for students that present with written language difficulties including those who have not yet been identified as having a disability. This paper serves as a guide for SLPs who aim to improve the word reading skills of young elementary-age students in a small group setting, characteristic of Tier 2 in a Response to Intervention (RTI) framework. First, phonemic awareness, the alphabetic principle, and phonics are defined and their critical roles for success with early word reading are discussed. Next, examples of activities addressing each of these skills are provided including the rationale for each activity, required materials, and additional considerations and/or modifications for students with varying skill levels. The paper concludes with further important considerations when addressing the word reading skills of young struggling readers.

scholarly journals Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches

2020 ◽  
Vol 10 (5) ◽  
pp. 145
Author(s):  
Melanie R. Kuhn
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Oral Reading ◽  
Proximal Development ◽  
Instructional Level ◽  
Fluency Instruction ◽  
Group Reading ◽  
Whole Class ◽  
Small Group Reading ◽  
Textual Meaning

Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, and their contribution to reading comprehension is discussed. Automaticity contributes through its freeing up of attention to attend to meaning, and prosody contributes through its addressing of pacing and expression that, in turn, reflect textual meaning. Four principles for effective fluency instruction are also presented: Modeling, extensive opportunities for practice, the use of scaffolding, and the incorporation of prosodic elements. The four instructional approaches presented in this article are based on two different strategies for integrating extensive opportunities to read: Repeated versus wide reading. All four approaches use challenging texts, or texts at the upper end of the learners’ zone of proximal development, thus providing learners with access to a broader range of vocabulary and concepts than would be the case if they read only instructional level texts. All four also provided highly effective procedures for either whole-class or small-group reading instruction. The goal of this summary is to provide readers with effective approaches for classroom instruction.

scholarly journals Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties

2021 ◽  
pp. 002221942110532
Author(s):  
Sharon Vaughn ◽  
Amie E. Grills ◽  
Philip Capin ◽  
Greg Roberts ◽  
Anna-Mária Fall ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Small Group ◽  
Reading Intervention ◽  
Word Reading ◽  
Reading Difficulties ◽  
Anxiety Management ◽  
Reading Anxiety ◽  
Significant Difference ◽  
Group Reading ◽  
Small Group Reading

We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three conditions: (a) small-group reading intervention with anxiety management instruction (RANX), (b) small-group reading intervention with math fact practice (RMATH), and (c) business-as-usual (BAU) comparison condition (no researcher provided treatment). Personnel from the research team provided participants in the RANX and RMATH the same reading intervention with the variation in the two treatments being whether the same amount of time per lesson was allocated to anxiety management (RANX) or practicing math facts (RMATH). Students in the RANX significantly outperformed students in the BAU on reading comprehension (effect size [ES] = 1.22) and students in the RMATH outperformed BAU on reading comprehension (ES = 0.77). Groups did not differ significantly on other reading outcomes. Reading anxiety moderated the main effect of the RANX intervention on Test of Word Reading Efficiency (TOWRE) word reading when contrasted against the BAU group indicating a significant difference favoring RANX where treatment’s effect decreased by 0.94 units (about 1 point on the outcome) on word reading for each additional point increase in reading anxiety.

scholarly journals Friend or Foe? A Case Study of iPad Usage During Small Group Reading Instruction

2017 ◽  
Author(s):  
Terry Husband ◽  
Roland Schendel
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Early Childhood Teachers ◽  
Reading Practices ◽  
Audio Recordings ◽  
Group Reading ◽  
Small Group Reading ◽  
University Laboratory School ◽  
Literacy Tool

The purpose of this case study is to examine how two early childhood teachers in one university laboratory school utilize the iPad in their reading practices. Data collection involved: (a) observations, (b) audio recordings, and (c) researcher journal. Findings indicate that the teachers had a continuum of purposeful uses for the iPad and the associated applications during their small group reading instruction. In addition, the teachers had mixed overall perceptions toward using the iPad as an effective literacy tool. Implications for practice are presented.

scholarly journals The Historical and Psychological Significance of the Unorganized Games of New Zealand Primary School Children

2021 ◽  
Author(s):  
◽  
Brian Sutton-Smith
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Small Group ◽  
School Children ◽  
Primary School Children ◽  
The North ◽  
Psychological Significance ◽  
East And West ◽  
Recurrent Motifs ◽  
East West

<p>In the Spring of 1948 while teaching at a primary school, I observed a small group of girls playing a game called "Tip the Finger". During the game one of the players chanted the following rhyme: "Draw a snake upon your back And this is the way it went North, South, East, West, Who tipped your finger?" I recognized immediately and with some surprise that this rhyme contained elements which were not invented by the children and were probably of some antiquity. I knew, for example, though only in a vague and unlearned manner, that the four pattern of the North, South, East and West and the Snake symbolism were recurrent motifs in mythology and folklore. I was aware also that there did not exits any specialized attempt to explain the part that games of this nature played in the lives of the players.</p>

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