Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes

2005 ◽  
Vol 72 (1) ◽  
pp. 7-27 ◽  
Author(s):  
Sally M. Barton-Arwood ◽  
Joseph H. Wehby ◽  
Katherine B. Falk
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Learning Strategies ◽  
Behavioral Disorders ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Social Behaviors ◽  
Reading Program ◽  
Future Research

This study evaluated the effects of a reading intervention on the reading achievement and social behaviors of 6 third-grade students with emotional/behavioral disorders. Reading instruction occurred 4 days a week using the Horizons Fast Track reading program and Peer-Assisted Learning Strategies. Analyses indicated variable improvements in basic reading skills with limited transfer to oral reading fluency. Outcomes for social behaviors indicated that changes in total inappropriate behavior were not directly related to the reading intervention; improved engagement appeared related to intervention but not necessarily reading achievement. Results are discussed in the context of possible reasons for differential responding and implications for practice and future research.

Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School

2016 ◽  
Vol 50 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Joanna A. Christodoulou ◽  
Abigail Cyr ◽  
Jack Murtagh ◽  
Patricia Chang ◽  
Jiayi Lin ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Reading Disabilities ◽  
Intervention Group ◽  
Control Group ◽  
Summer Reading ◽  
Pseudoword Reading ◽  
Intensive Reading

Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6–9) were randomly assigned to receive Lindamood-Bell’s Seeing Stars program ( n = 23) as an intervention or to a waiting-list control group ( n = 24). Analysis of pre- and posttesting revealed significant interactions in favor of the intervention group for untimed word and pseudoword reading, timed pseudoword reading, oral reading fluency, and symbol imagery. The interactions mostly reflected (a) significant declines in the nonintervention group from pre- to posttesting, and (2) no decline in the intervention group. The current study offers direct evidence for widening differences in reading abilities between students with RD who do and do not receive intensive summer reading instruction. Intervention implications for RD children are discussed, especially in relation to the relevance of summer intervention to prevent further decline in struggling early readers.

Effects of a Peer-Mediated Program on Reading Skill Acquisition for Two-Way Bilingual First-Grade Classrooms

2007 ◽  
Vol 30 (3) ◽  
pp. 169-184 ◽  
Author(s):  
Mary Beth Calhoon ◽  
Stephanie Al Otaiba ◽  
David Cihak ◽  
Amber King ◽  
Annalise Avalos
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Learning Strategies ◽  
Skill Acquisition ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Language ◽  
First Grade ◽  
Reading Program ◽  
Word Fluency

The purpose of this study was to examine the effect of a supplemental peer-mediated reading program on reading achievement of first graders ( N = 76) in a two-way bilingual immersion (TWBI) program. Nearly 80% of students were Hispanic; of these, 24 were identified as English language learners (ELLs). Classrooms were randomly assigned to peer-assisted learning strategies (PALS) or contrast condition. PALS students participated in a 30-hour peer-mediated early literacy intervention that was conducted three times a week. Results showed statistically significant differences, with large effect sizes favoring PALS on phoneme segmentation fluency, nonsense word fluency, and oral reading fluency. Additionally, disaggregated results analyzed by subgroups (ELLs and English proficient) revealed a differential pattern in response to intervention. Implications of findings in relation to research and practice are discussed.

scholarly journals Oral Reading Intervention for an English Language Learner: A Single-case Design

2019 ◽  
Vol 9 (1) ◽  
pp. 28 ◽  
Author(s):  
Hui Hong Gan ◽  
Julia Ai Cheng Lee ◽  
Kartini Abdul Ghani
Keyword(s):  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
English Language ◽  
Visual Analysis ◽  
Single Case ◽  
Classroom Teacher ◽  
The United States ◽  
Language Learner ◽  
Future Research

The purpose of this paper was to investigate the effectiveness of conducting a reading intervention in a public primary school setting in Chinese vernacular school in Malaysia. Literature indicated that struggling readers did not master letter-sound correspondences despite the phonics was emphasised in to date curriculum. One male learner who was identified by his classroom teacher as needing special assistance in reading performance participated this research. Using a single-case research design, the participant’s oral reading fluency (ORF) in terms of word correct per minute (WCPM) was measured. Several nonparametric statistics methods, such as Tau and percentage of nonoverlapping data (PND) were applied to compute the degree of association and effectiveness of the intervention, respectively. Visual analysis was carried out to interpret the graph. The data collected was also compared with the updated ORF norm that was established in the United States. The results revealed that the reading intervention facilitated the improvement of ORF of the participant. The significant implications and future research recommendations on the development of reading intervention were highlighted.

Using Graphic Novels to Engage Students With Learning Disabilities During Fluency Instruction

2019 ◽  
Vol 55 (5) ◽  
pp. 278-285
Author(s):  
Nicole S. Fenty ◽  
Melissa Brydon
Keyword(s):  
Learning Disabilities ◽  
Reading Fluency ◽  
Oral Reading ◽  
Graphic Novels ◽  
Reading Program ◽  
Reading Engagement ◽  
Students With Learning Disabilities ◽  
Fluency Instruction ◽  
Students With Ld ◽  
Good Reading

Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized.

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

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.

Using a Repeated Reading Program to Improve Generalization of Oral Reading Fluency

2011 ◽  
Vol 34 (1) ◽  
pp. 115-140 ◽  
Author(s):  
Ya-yu Lo ◽  
Nancy L. Cooke ◽  
A. Leyf Peirce Starling
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Reading Program

scholarly journals Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders

2007 ◽  
Vol 74 (1) ◽  
pp. 47-70 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
M. Annette Little ◽  
Jenny Redding-Rhodes ◽  
Andrea Phillips ◽  
Megan T. Welsh
Keyword(s):  
At Risk ◽  
General Education ◽  
Behavioral Disorders ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
First Grade ◽  
School Site ◽  
Students At Risk ◽  
Baseline Design

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.

Effects of Choice-Making Opportunities on the Behavior of Students with Emotional and Behavioral Disorders

2001 ◽  
Vol 26 (2) ◽  
pp. 131-145 ◽  
Author(s):  
Kristine Jolivette ◽  
Joseph H. Wehby ◽  
Jennifer Canale ◽  
N. Gayle Massey
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Classroom Teacher ◽  
Social Behaviors ◽  
Future Research ◽  
Single Subject ◽  
Single Subject Design ◽  
Inappropriate Behaviors ◽  
Social Difficulties ◽  
Future Research Directions

Students with emotional or behavioral disorders (E/BD) typically experience academic and social difficulties in school settings. One intervention, opportunities to make choices, has been implemented for students with E/BD to address inappropriate behaviors. Three elementary-aged students with E/BD from a self-contained special education classroom participated in this study. A multiple-baseline, across-students, single-subject design was used to compare the effects of Choice and No Choice conditions on multiple academic and social behaviors. All study sessions were conducted during regularly scheduled math activities in the special education classroom by the classroom teacher. Results suggest that opportunities to make choices during academic situations positively affected the academic and social behaviors of two of the three students. Limitations of and future research directions for opportunities to make choices for students with E/BD are provided.

Implementing Text-to-Speech Technology as a Means of Enhancing L2 Reading Fluency

2020 ◽  
Vol 1 (2) ◽  
pp. 61-73
Author(s):  
Jeisson Alonso Rodriguez Bonces
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Reading Fluency ◽  
Oral Reading ◽  
Future Research ◽  
Text To Speech ◽  
Participatory Action ◽  
Action Research Project ◽  
Speech Technology ◽  
L2 Reading

This article reports on the results of a participatory action research project carried out with a group of ten elementary level students from extension courses in a private university in Bogotá, Colombia (Universidad Minuto de Dios, main branch). The main objective of this study was to determine the effect of text-to-speech (TTS) technology usage on reading fluency in speakers of English as a foreign language. The results show that learners develop oral reading fluency in areas such as linking sounds, pronouncing accurately, and reading timing. Furthermore, learners raised their awareness of the benefits of using Information and Communication Technologies (ICTs) in the process of learning a foreign language, as well as the importance of being autonomous learners. Pedagogical implications and prospects for future research are included.

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