Effects of a Reading Intervention and a Mentoring Intervention for Ninth-Grade English Learners with Reading Difficulties

2021 ◽  
pp. 1-26
Author(s):  
Sharon Vaughn ◽  
Leticia Martinez ◽  
Kelly J. Williams ◽  
Jeremy Miciak ◽  
Anna-Mária Fall ◽  
...  
Keyword(s):  
Reading Intervention ◽  
English Learners ◽  
Reading Difficulties ◽  
Ninth Grade

scholarly journals Efficacy of a high school extensive reading intervention for English learners with reading difficulties.

2019 ◽  
Vol 111 (3) ◽  
pp. 373-386 ◽  
Author(s):  
Sharon Vaughn ◽  
Leticia R. Martinez ◽  
Kelly J. Williams ◽  
Jeremy Miciak ◽  
Anna-Mária Fall ◽  
...  
Keyword(s):  
High School ◽  
Reading Intervention ◽  
English Learners ◽  
Reading Difficulties ◽  
Extensive Reading

scholarly journals Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities

2019 ◽  
Vol 43 (3) ◽  
pp. 154-166
Author(s):  
Kelly J. Williams ◽  
Sharon Vaughn
Keyword(s):  
Learning Disabilities ◽  
Reading Intervention ◽  
English Learners ◽  
Word Reading ◽  
Ninth Grade ◽  
Analysis Of Covariance ◽  
Reading Outcomes ◽  
School Year ◽  
Reading Vocabulary ◽  
Intensive Reading

English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD ( n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure ( g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges’ g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school.

Pilot evaluation of a partner-supported online reading intervention for Grade 3–6 children

2021 ◽  
pp. 026565902198940
Author(s):  
Jessica Dean ◽  
Michelle Pascoe ◽  
Jane le Roux
Keyword(s):  
Prospective Study ◽  
Retrospective Analysis ◽  
Reading Intervention ◽  
Reading Difficulties ◽  
Reading Rate ◽  
Control Groups ◽  
Reading Accuracy ◽  
Significant Difference ◽  
Reading Partners ◽  
And Control

Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for South African children with reading difficulties. Objectives were to qualitatively describe participants’ experience of the intervention, and quantitatively evaluate changes in reading accuracy, rate, comprehension and receptive vocabulary after intervention. Two studies were conducted: (1) A retrospective analysis using data from intervention in mainstream Cape Town schools with peers as reading partners; (2) A prospective study in a Cape Town school with special needs educational provision where speech-language therapists served as reading partners. Both studies used matched participant, pre/post intervention designs. A total of 40 children in grades 3 to 6 participated. In each study the intervention group ( n = 20) received intervention 3 times per week (30 minutes per session) for 10 weeks, while the control group ( n = 20) continued with regular school activities. Participants enjoyed the ICT-based intervention, valued the role of the reading partners, believed they had made literacy gains, and reported positive attitudinal and behavioural changes related to reading. Retrospective analysis revealed no statistically significant differences between intervention and control groups. The prospective study found a statistically significant difference between the intervention and control groups’ gains on one measure of reading rate, but no significant difference in reading accuracy, vocabulary or reading comprehension gains. The study provides a preliminary description of one ICT-based reading intervention. Although an intervention effect could not be demonstrated, the changes noted in reading rate together with qualitative findings suggest a need for further research.

Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools

2010 ◽  
Vol 76 (4) ◽  
pp. 394-416 ◽  
Author(s):  
Carolyn A. Denton ◽  
Kim Nimon ◽  
Patricia G. Mathes ◽  
Elizabeth A. Swanson ◽  
Caroline Kethley ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Intervention ◽  
Word Reading ◽  
Reading Difficulties ◽  
Early Reading ◽  
First Grade ◽  
Supplemental Reading ◽  
Early Reading Intervention ◽  
To Receive ◽  
Typical School

This effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n = 182) or typical school practice (TSP; n = 40). About 43% of the TSP students received an alternate school-provided supplemental reading intervention. Results indicated that the RRI group had significantly higher outcomes than the TSP group on multiple measures of reading. About 91% of RRI students and 79% of TSP students met word reading criteria for adequate intervention response, but considerably fewer met a fluency benchmark.

scholarly journals The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties

2020 ◽  
pp. 073194872095812
Author(s):  
Miriam McBreen ◽  
Robert Savage
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Phonological Awareness ◽  
Reading Intervention ◽  
Reading Difficulties ◽  
Preliminary Evidence ◽  
Reading Performance ◽  
Students At Risk ◽  
Quasi Experimental ◽  
The Impact

This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students’ goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at-risk for reading difficulties ( n = 25, Mage = 8.99, SD = 0.38). Using a quasi-experimental pre-test/post-test efficacy trial design, effects of the intervention on phonological awareness, listening comprehension, accuracy, fluency, reading comprehension, and motivation were assessed. Results indicate that compared with students who received Cognitive-Only reading intervention, students who received the combined Cognitive plus Motivational reading intervention showed greater gains in reading comprehension and phonological awareness. Findings provide preliminary evidence that supplementing cognitive reading intervention with the proposed motivational program can improve the reading performance of students at-risk for reading difficulties.

Retention of Reading Intervention Effects From Fourth to Fifth Grade for Students With Reading Difficulties

2019 ◽  
Vol 35 (3) ◽  
pp. 277-288 ◽  
Author(s):  
Jeanne Wanzek ◽  
Yaacov Petscher ◽  
Stephanie Al Otaiba ◽  
Rachel E. Donegan
Keyword(s):  
Reading Intervention ◽  
Reading Difficulties ◽  
Fifth Grade ◽  
Intervention Effects

Language skills, learning to read and reading intervention

2006 ◽  
Author(s):  
Margaret J Snowling ◽  
Charles Hulme
Keyword(s):  
Language Processing ◽  
Reading Intervention ◽  
Speech Processing ◽  
Reading Interventions ◽  
Language Skills ◽  
Reading Difficulties ◽  
Spoken Language ◽  
Reading Failure ◽  
Learning To Read ◽  
Skills Learning

The paper outlines a framework for the development of reading that shows it is heavily dependent upon spoken language processes. Within this view, reading difficulties can follow from difficulties with speech processing (decoding problems) or from broader language processing impairments (comprehension problems). The paper describes the literacy development of children at high-risk of reading failure and shows how their reading outcome depends on the interaction of the phonological and language skills they bring to the task of reading. Findings have implications for the development of theoretically motivated reading interventions. The evaluation of such interventions is described.

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