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.

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.

A Conceptual Replication Study of the Enhanced Core Reading Instruction MTSS-Reading Model

2020 ◽  
pp. 001440292095376
Author(s):  
Hank Fien ◽  
Nancy J. Nelson ◽  
Keith Smolkowski ◽  
Derek Kosty ◽  
Marissa Pilger ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Controlled Trial ◽  
Tier 2 ◽  
Early Readers ◽  
Word Level ◽  
Tier 2 Intervention ◽  
Cluster Randomized ◽  
Core Reading

States are increasingly recommending that districts and schools use multi-tiered systems of support (MTSS) to improve reading outcomes for all students. States have also suggested MTSS is a viable service delivery model in response to new state legislation to screen, identify, and treat students with word-level reading disability (i.e., dyslexia). One model of MTSS that utilizes Enhanced Core Reading Instruction (ECRI MTSS), has demonstrated significant increases in students’ early acquisition of foundational reading skills (Smith et al., 2016). The purpose of this study was to conduct a conceptual replication of the Smith’s (2016) original impact study. In a cluster-randomized controlled trial, 44 schools were randomly assigned to the ECRI MTSS treatment or a business-as-usual (BAU) MTSS control condition. Across conditions, 754 students were assigned to receive Tier 2 intervention in addition to Tier 1 instruction. Impact data indicate moderate to strong effects on student decoding, word reading, and fluency skills for students in the ECRI MTSS schools. Results suggest that schools can use ECRI MTSS to improve foundational reading skills for struggling early readers, including students with or at risk for word-level reading disabilities (i.e., dyslexia).

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.

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

Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study’s Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty

2021 ◽  
pp. 002221942110476
Author(s):  
Sarah R. Powell ◽  
Katherine A. Berry ◽  
Anasazi N. Acunto ◽  
Anna-Maria Fall ◽  
Greg Roberts
Keyword(s):  
Small Group ◽  
Student Performance ◽  
Word Problem ◽  
Group Intervention ◽  
Multilevel Models ◽  
Tier 2 ◽  
Group Setting ◽  
Mathematics Intervention ◽  
The Individual ◽  
Mathematics Difficulty

The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty ( n = 76) were randomly assigned to word-problem intervention ( n = 56) or business-as-usual comparison ( n = 20). Intervention occurred for 13 weeks, 3 times per week, 30 min per session. Multilevel models revealed the intervention condition significantly outperformed the BaU on a proximal word-problem outcome, corroborating results from our prior individual intervention. When comparing student performance in the individual versus small-group intervention, findings suggest students received added benefit from the individual intervention. The word-problem intervention successfully translated to a small-group setting, which holds important implications for educators working with students in supplemental, targeted, or Tier-2 mathematics intervention settings.

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

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.

Assessment of Phonemic Awareness and Word Reading Skills of People With Complex Communication Needs

2004 ◽  
Vol 47 (2) ◽  
pp. 437-449 ◽  
Author(s):  
Teresa Iacono ◽  
Linda Cupples
Keyword(s):  
Construct Validity ◽  
Phonemic Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
Single Word ◽  
Validity Data ◽  
Complex Communication Needs ◽  
Communication Needs ◽  
Single Word Reading ◽  
The Relationship

A series of phonemic awareness (PA) and single-word reading tasks, which did not require spoken responses, was developed for administration to people with complex communication needs. The aims of the study were to (a) determine the construct validity of the PA tasks and (b) investigate the relationship between PA and single-word reading in adults with complex communication needs. Forty adults with physical and/or intellectual disability were administered these tasks and a standardized measure of receptive spoken vocabulary. In assessing construct validity, data from all participants, including those who used speech, were included in a factor analysis, which indicated that the PA tasks loaded onto a single factor. This factor was interpreted to be PA. The relationship between PA and single-word reading in adults with complex communication needs was determined using correlational and multiple regression analyses of data from 34 of the original participants who did not have functional speech skills. These analyses indicated that receptive spoken vocabulary accounted for a significant amount of variance on most tasks. Additional significant variance in performance on the single-word reading tasks was accounted for by performance on the PA tasks, in particular, Nonword Blending and Phoneme Analysis. These results indicate that the tasks developed provide a valid means of assessing PA and single-word reading skills. In addition, the results indicate that adults with complex communication needs demonstrate the same positive association between PA and reading as has been found in other groups of individuals with and without disability.

scholarly journals A Computerized Syllable-Based Intervention for French-Speaking Children with Down Syndrome: What Effects on Reading Skills?

2021 ◽  
Vol 31 (1) ◽  
pp. 41-61
Author(s):  
Jean Écalle ◽  
Monique Sanchez ◽  
Annie Magnan
Keyword(s):  
Down Syndrome ◽  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Medium Term ◽  
Learning To Read ◽  
Children With Down Syndrome ◽  
French Speaking ◽  
Letter Sound

The aim of this research was to provide to eight children with Down Syndrome a syllable-processing software program that drew their attention to phonological and orthographic syllables. The children participated in a 10-hour training course (spread over 5 weeks) that used an experimental design with four assessment sessions, the first two of which were used to obtain a baseline in literacy skills. The effect of training was assessed just after training and two months later. A significant effect on decoding was observed at medium term after training. All children progressed in at least one domain, either in phonological skills, in decoding, or in word reading. Four children progressed in decoding and word reading. This study confirms the appropriateness of using phonetic approaches to reading instruction in order to stimulate learning to read in children with Down Syndrome. The syllable-based training facilitates the construction of associations between letters and syllables—the “syllabic bridge”—and could be a faster and easier way to learn letter-sound correspondences in French.

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