Tier 2 Reading Fluency Interventions With Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-Directed Evidence-Based Intervention

2018 ◽  
Vol 34 (4) ◽  
pp. 316-337 ◽  
Author(s):  
Sarah F. Vess ◽  
John C. Begeny ◽  
Kate E. Norwalk ◽  
Robyn N. Ankney
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Reading Fluency ◽  
Evidence Based ◽  
Tier 2 ◽  
School Students

Teaching Middle School Students With Learning Disabilities to Comprehend Text Using Self-Questioning

2017 ◽  
Vol 53 (5) ◽  
pp. 276-282 ◽  
Author(s):  
Laurice M. Joseph ◽  
Kelsey M. Ross
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Evidence Based ◽  
Effective Strategy ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Reading Text ◽  
Progress Monitor

Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have difficulty generating questions to ask themselves while reading text. This article presents evidence-based methods and specific instructional scaffolds for teaching middle school students with learning disabilities to generate questions on their own before, during, and after reading. A discussion of how to progress monitor students’ acquisition of self-questioning will also be provided.

scholarly journals Automaticity of word recognition is a unique predictor of reading fluency in middle-school students.

2019 ◽  
Vol 111 (2) ◽  
pp. 314-330 ◽  
Author(s):  
Tanja C. Roembke ◽  
Eliot Hazeltine ◽  
Deborah K. Reed ◽  
Bob McMurray
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Word Recognition ◽  
Reading Fluency ◽  
School Students ◽  
Unique Predictor

Effects of the Instruction in Inferring Meanings From Context on the Comprehension of Middle School Students at Frustration Reading Level

2018 ◽  
Vol 198 (3) ◽  
pp. 225-239 ◽  
Author(s):  
Ilhan Ilter
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Strategy Instruction ◽  
Instructional Program ◽  
Reading Level ◽  
Tier 2 ◽  
School Students ◽  
Comprehension Score ◽  
Rti Model

The purpose of this study was to examine the effects of the context clue instruction program to infer meaning from context as a way to enhance reading comprehension. Participants were fifth-grade middle school students (four boys) who were at a frustration reading level (initial comprehension score range = 40%-48%) at their grade level. In addition, one student served as a control participant and did not any receive instruction in this study. A multiple-baseline across-students design was used. All the instruction for the three experimental participants was one on one using the direct instruction method. Maintenance of treatment effects was probed at 2, 4, and 6 weeks following the intervention for Participants 1, 2, and 3, respectively. The results demonstrated that the instructional program produced increases in all three experimental participants’ comprehension scores to above 70% (range = 75%-82%) as measured by the short-answer questions; thus, they found they achieved an instructional level score in their comprehension after the instruction. The social validity results confirmed that participants enjoyed the intervention, and had a better understanding of what they read through individual experience on the strategy of learning from context. The information gained from this study suggested that a strategy instruction concerning the use of context clues may be a useful component (Tier 2 setting) of response to intervention (RTI) model for students who struggle with reading comprehension.

Using Socioscientific Issues to Enhance Evidence-Based Reasoning Among Middle School Students

2019 ◽  
pp. 150-176 ◽  
Author(s):  
Wardell Anthony Powell ◽  
Danielle Fuchs
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Socioscientific Issues ◽  
Evidence Based ◽  
School Students ◽  
Non Profit ◽  
Post Test ◽  
Enrichment Program ◽  
The Impact ◽  
Argumentation Quality

This study investigated the implementation of a socioscientific issue curricular unit that was designed to enhance evidence-based reasoning among middle school students. Forty-three middle school students (11-12 years old; 20 males, 23 females) from a summer enrichment program operated by a non-profit organization in the northeastern United States participated in this study. The duration of this curricular unit took place over five consecutive 1-hour period blocks. The researchers utilized qualitative procedures to analyze students' abilities to engage in evidence-based reasoning and the impact it might have on students' argumentation quality on whether the air we breathe makes us sick. Comparison of the findings from pre-test and post-test indicate that students were able to use evidence-based reasoning to enhance their argumentation quality. The results from this investigation suggest that perhaps the use of socioscientific issues as a critical pedagogical tool does enhance students' abilities to engage in evidence-based reasoning.

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