The IRI and RMI Diagnostic Concepts Should Be Synthesized

1974 ◽  
Vol 6 (2) ◽  
pp. 183-194 ◽  
Author(s):  
Leon E. Williamson ◽  
Freda Young
Keyword(s):  
Oral Reading ◽  
First Grade ◽  
Fifth Grade ◽  
Intuitive Knowledge ◽  
Grammatical Function ◽  
Reading Behavior ◽  
Intermediate Grade ◽  
Reading Errors ◽  
Instructional Level ◽  
Knowledge Of Language

Thirty intermediate-grade subjects, who by the Informal Reading Inventory (IRI) criteria demonstrated in basal materials a fifth grade instructional level in reading, used their intuitive knowledge of language, when reading, as effectively as Biemiller and Weber found first-grade subjects using theirs. These subjects' miscues were analyzed according to concepts set forth in the Reading Miscue Inventory (RMI) which are very similar to the ideas used by Biemiller and Weber. Subjects' performances demonstrated that reading behavior is different when reading at the instructional and frustrational levels. When reading at the frustrational level, subjects tended to adhere more closely to the sound and graphic materials represented in the text than when reading at their instructional level. Miscues made at the frustrational level had a higher frequency of having the same grammatical function as that intended in the text than when reading at the instructional level. Grammatical and semantic miscues acceptable to a paragraph or the whole text are more apt to occur at the instructional level of reading. Grammatical and semantic miscues acceptable only in the sentence or phrase in which they occur are produced more often when reading at the frustrational level. The RMI concepts are very powerful for analyzing oral reading errors made within the boundary set by IRI concepts. The concepts in these two techniques should be synthesized.

Modification of Comprehension Deficits in Learning Disabled Children

1981 ◽  
Vol 4 (2) ◽  
pp. 189-202 ◽  
Author(s):  
Lee Swanson
Keyword(s):  
Oral Reading ◽  
Learning Disabled ◽  
Free Time ◽  
Multiple Baseline ◽  
Disabled Children ◽  
Reading Errors ◽  
Dependent Behavior ◽  
Instructional Level ◽  
Changing Criterion ◽  
Criterion Analysis

Three experiments investigated the effects of self-recording, tokens and contingent free time on learning disabled children's reading-comprehension performance. The introduction of self-recording and token reinforcement in Experiment I decreased the percentage of oral reading errors at the child's instructional level, with no concurrent effect on comprehension scores. Results of Experiment II (a combined multiple baseline and changing criterion analysis) suggested that contingent free time and self-recording increased silent independent reading rate but produced only mild increases on comprehension scores. Experiment III found utilization of contingent free time and self-recording to result in substantial comprehension changes. Results of these three experiments support recent findings that only minimal changes occur on comprehension performance when left as an untargeted dependent behavior.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

1996 ◽  
Vol 28 (2) ◽  
pp. 201-225 ◽  
Author(s):  
J. Lloyd Eldredge ◽  
D. Ray Reutzel ◽  
Paul M. Hollingsworth
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Experimental Studies ◽  
Second Graders ◽  
Round Robin ◽  
Shared Reading ◽  
Book Reading ◽  
Reading Practices ◽  
Basal Readers ◽  
Reading Errors

This study compared the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. The results indicated that the Shared Book Experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, increasing their vocabulary acquisition, and improving their reading comprehension. An analysis of the primary-grade basal readers submitted for adoption in 1993 revealed that most had incorporated “shared reading” into their instructional designs. Before “shared reading,” the common practice was “individual reading,” and although the authors of basals did not recommend it, round-robin oral reading was widely used. Although the Shared Book Experience had been widely used in schools prior to its inclusion in basal designs, there were no experimental studies supporting it. The findings of this study are discussed and related to these classroom practices and trends.

Disfluency Behavior of Elementary-School Stutterers and Nonstutterers: Loci of Instances of Disfluency

1969 ◽  
Vol 12 (2) ◽  
pp. 308-318 ◽  
Author(s):  
Dean E. Williams ◽  
Franklin H. Silverman ◽  
Joseph A. Kools
Keyword(s):  
Elementary School ◽  
Word Length ◽  
Sixth Grade ◽  
First Grade ◽  
Grammatical Function ◽  
Initial Phoneme ◽  
Speech Task ◽  
Sentence Position ◽  
Word Attributes

One hundred fifty-two children from kindergarten and grades one through six, 76 stutterers and 76 nonstutterers, performed a speech task. Each of the kindergarten and first-grade children repeated 10 sentences after the experimenter, and each of the second- through sixth-grade children read a passage. All words judged to have been spoken disfluently were analyzed for the presence of each of Brown’s four word attributes—initial phoneme, grammatical function, sentence position, and word length. Disfluencies were not randomly distributed in the speech of these children. For both stutterers and nonstutterers, disfluencies occurred most frequently on words possessing the same attributes as those reported by Brown to be troublesome for adult stutterers. The findings of this study demonstrate the essential similarity in the loci of instances of disfluency in the speech of (1) children and adults and (2) stutterers and nonstutterers.

Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention

2018 ◽  
Vol 21 ◽  
Author(s):  
Patricia Crespo ◽  
Juan E. Jiménez ◽  
Cristina Rodríguez ◽  
Doris Baker ◽  
Yonghan Park
Keyword(s):  
At Risk ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
Oral Reading ◽  
Group Intervention ◽  
Longitudinal Design ◽  
First Grade ◽  
Control Group ◽  
Tier 2 ◽  
Variance Explained

AbstractThe present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

The Effects of Response to Intervention on Literacy Development in Multiple-Language Settings

2007 ◽  
Vol 30 (3) ◽  
pp. 197-212 ◽  
Author(s):  
Angela Stephens McIntosh ◽  
Anne Graves ◽  
Russell Gersten
Keyword(s):  
Response To Intervention ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Literacy Practices ◽  
First Grade ◽  
Future Research ◽  
Tier 2 ◽  
Tier 1

This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency ( N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between classroom ratings on the English Learners Classroom Observation Instrument (ELCOI) and gain from pre- to posttest in first grade on oral reading fluency was moderately strong in both Year 1 ( r = .61) and Year 2 ( r = .57). The correlation between Cluster II teacher ratings and ORF gains was strong in both Year 1 ( r = .75) and Year 2 ( r = .70), suggesting a strong relationship between Tier 2-type literacy practices and end-of-first-grade oral reading fluency. Results indicated a strong correlation ( r = -.81) between the number of students below DIBELS benchmark thresholds at the end of first grade and the teacher rating on the amount of instruction provided for low performers. Followup data at the end of third grade in oral reading fluency and comprehension indicate moderate correlations to first-grade scores ( N = 51). Patterns of practice among first-grade teachers and patterns among ELs who were ultimately labeled as having learning disabilities are discussed. Educational implications and recommendations for future research are also presented.

A phonological exploration of oral reading errors

1981 ◽  
Vol 2 (4) ◽  
pp. 353-367 ◽  
Author(s):  
Eve K. Mościcki ◽  
Paula Tallal
Keyword(s):  
Oral Reading ◽  
Distinctive Feature ◽  
Position Effect ◽  
Beginning Readers ◽  
Final Position ◽  
Distinctive Features ◽  
Stimulus Response ◽  
Reading Errors

ABSTRACTYounger readers, mean age 6;11, and older readers, mean age 8;7, matched on IQ and SES, read 18 consonant phonemes embedded in nonsense CVCs. Results indicated that (a) within groups, younger readers made significantly more errors on digraphs than graphs; (b) younger readers made significantly more errors on graphs in the final position; (c) there was no position effect for either group in reading digraphs. Analysis of errors based on the number of distinctive features shared within stimulus-response pairs revealed that (a) on graphs, both groups made significantly more errors that shared two distinctive features; (b) on digraphs, the majority of errors for younger readers shared one distinctive feature; (c) the predominant strategy on digraphs for both groups was to read one letter. These findings demonstrate that most oral reading errors produced by beginning readers are not random, but rather are systematically related to the stimulus.

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