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

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.

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

Council review ◽

10.1177/001440290507200101 ◽

2005 ◽

Vol 72 (1) ◽

pp. 7-27 ◽

Cited By ~ 46

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.

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Effects of Providing Teachers With Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second Grade

Assessment for Effective Intervention ◽

10.1177/15345084211014926 ◽

2021 ◽

pp. 153450842110149

Author(s):

Martin T. Peters ◽

Karin Hebbecker ◽

Elmar Souvignier

Keyword(s):

General Education ◽

Reading Instruction ◽

Reading Fluency ◽

Intervention Group ◽

Second Grade ◽

Control Group ◽

Treatment Groups ◽

School Year ◽

Prepared Material ◽

Learning Progress

Monitoring learning progress enables teachers to address students’ interindividual differences and to adapt instruction to students’ needs. We investigated whether using learning progress assessment (LPA) or using a combination of LPA and prepared material to help teachers implement assessment-based differentiated instruction resulted in improved reading skills for students. The study was conducted in second-grade classrooms in general primary education, and participants ( N = 33 teachers and N = 619 students) were assigned to one of three conditions: a control group (CG); a first intervention group (LPA), which received LPA only; or a second intervention group (LPA-RS), which received a combination of LPA and material for differentiated reading instruction (the “reading sportsman”). At the beginning and the end of one school year, students’ reading fluency and reading comprehension were assessed. Compared with business-as-usual reading instruction (the CG), providing teachers with LPA or both LPA and prepared material did not lead to higher gains in reading competence. Furthermore, no significant differences between the LPA and LPA-RS conditions were found. Corresponding analyses for lower- and higher-achieving students also revealed no differences between the treatment groups. Results are discussed regarding the implementation of LPA and reading instruction in general education.

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Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression

Journal of Learning Disabilities ◽

10.1177/0022219417719887 ◽

2017 ◽

Vol 51 (6) ◽

pp. 565-577 ◽

Cited By ~ 1

Author(s):

Eunsoo Cho ◽

Philip Capin ◽

Greg Roberts ◽

Sharon Vaughn

Keyword(s):

Quantile Regression ◽

Struggling Readers ◽

Reading Fluency ◽

Reading Intervention ◽

Oral Reading ◽

Oral Reading Fluency ◽

Reading Skills ◽

Progress Monitoring ◽

Passage Level ◽

Intensive Reading

Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading comprehension outcomes for fifth-grade struggling readers ( n = 102) participating in an intensive reading intervention. Quantile regression models showed that ORF slope significantly predicted performance on a sentence-level fluency and comprehension assessment, regardless of the students’ reading skills, controlling for initial ORF performance. However, ORF slope was differentially predictive of a passage-level comprehension assessment based on students’ reading skills when controlling for initial ORF status. Results showed that ORF explained unique variance for struggling readers whose posttest performance was at the upper quantiles at the end of the reading intervention, but slope was not a significant predictor of passage-level comprehension for students whose reading problems were the most difficult to remediate.

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The Fluency of Oral Reading with Natural Reader Software

Journal of Development Research ◽

10.28926/jdr.v5i2.190 ◽

2021 ◽

Vol 5 (2) ◽

pp. 156-163

Author(s):

Varia Virdania Virdaus ◽

Saiful Rifa’i

Keyword(s):

English Language Learners ◽

Reading Fluency ◽

Oral Reading ◽

Oral Reading Fluency ◽

English Language ◽

English Education ◽

Control Group ◽

Study Program ◽

Grade Levels ◽

Group 2

This recent investigation aims to find out whether natural reader software improves oral reading fluency for English language learners. In this recent study, the natural reader software was considered as independent variable and the oral reading fluency score was regarded as dependent one. The subjects of this investigation were students of English education study program. The number of the students of group (1) were 32 students who are taught using natural reader software and this group was considered to be an experimental group and The number of the students of group (2) were35 students who are taught without using natural reader software this group was considered to be control group. This study has proven that this software can significantly prove that most of students have more accurate and more precise reading skills. This study has revealed that oral reading fluency instruction does improve global reading proficiency at all grade levels

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

The Spanish Journal of Psychology ◽

10.1017/sjp.2018.3 ◽

2018 ◽

Vol 21 ◽

Cited By ~ 3

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.

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The Location and Effects of Visual Hemisphere-Specific Stimulation on Reading Fluency in Children With the Characteristics of Dyslexia

Journal of Learning Disabilities ◽

10.1177/0022219417711223 ◽

2017 ◽

Vol 51 (4) ◽

pp. 399-415 ◽

Cited By ~ 2

Author(s):

Bobbie Jean Koen ◽

Jacqueline Hawkins ◽

Xi Zhu ◽

Ben Jansen ◽

Weihua Fan ◽

...

Keyword(s):

Reading Fluency ◽

Reading Disabilities ◽

Reading Speed ◽

Inferior Frontal Gyrus ◽

Intervention Group ◽

Reading Proficiency ◽

Superior Temporal Gyrus ◽

Visual Word Form Area ◽

Specific Stimulation ◽

The Right

Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni’s (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual hemi-field in English and locates through fMRI imaging the processing areas involved in fluency development. Our participants were 15 students who were ages 8 to 19 years and had reading disabilities randomly assigned to Intervention ( n = 9) and Delayed Intervention ( n = 6) groups. Functional imaging studies focused on analyzing activations in the left hemisphere (LH) superior temporal gyrus, the inferior frontal gyrus, and the LH inferior occipito-temporal/fusiform area (visual-word form area [VWFA]). Analysis of intervention data showed that 6 of the 9 Intervention group participants (67%) achieved levels of automatic processing and increased their reading rate by an average of 20 words per minute after participating in the FlashWord intervention. Analyses of fMRI group activation maps and mean activation levels in regions of interest document processing changes in VWFA activations that could be related to the increase in reading speed and confirm these locations as essential to developing fluency.

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Computerized training of the correspondences between phonological and orthographic units

Written Language & Literacy ◽

10.1075/wll.8.2.07hin ◽

2005 ◽

Vol 8 (2) ◽

pp. 79-102 ◽

Cited By ~ 23

Author(s):

Sini Hintikka ◽

Mikko Aro ◽

Heikki Lyytinen

Keyword(s):

Reading Instruction ◽

Intervention Program ◽

First Graders ◽

Intervention Group ◽

Reading Acquisition ◽

Phoneme Awareness ◽

Control Group ◽

Differential Outcomes ◽

Computerized Training ◽

Short Intervention

The outcomes of computerized training in the correspondences between phonological and orthographic units are reported. Forty-four Finnish-speaking first-graders with poor pre-reading skills were assigned to one of two groups, intervention or control. The children in the intervention group received computerized training over a 6-week period (mean 170 minutes in total) while the children in the control group received regular reading instruction only. Although the short intervention program produced accelerated growth in letter naming, no differential outcomes emerged between the groups in terms of reading acquisition. The outcomes for the poorest performers on six cognitive-linguistic disadvantages were analysed to identify the factors mediating responsiveness to the training. In terms of reading acquisition, the intervention was more effective than ordinary instruction for children with low phoneme awareness skills and attention difficulties as defined by teacher ratings.

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Effects of Reading with Adult Tutor/Therapy Dog Teams on Elementary Students’ Reading Achievement and Attitudes

Society and Animals ◽

10.1163/15685306-12341427 ◽

2017 ◽

Vol 25 (1) ◽

pp. 38-56 ◽

Cited By ~ 7

Author(s):

Edward M. Levinson ◽

Melanee Vogt ◽

William F. Barker ◽

Mary Renck Jalongo ◽

Pat Van Zandt

Keyword(s):

Reading Fluency ◽

Oral Reading ◽

Repeated Measures ◽

Oral Reading Fluency ◽

Reading Aloud ◽

Read Aloud ◽

Control Group ◽

Control Group Design ◽

Therapy Dog ◽

Post Test

This study assessed the effect of reading aloud to handler/therapy dog teams on children’s oral reading fluency using a post-test control group design with repeated measures. Forty-five children in grades 2-5 were assigned to one of two groups using a stratified random assignment designed to equate groups based on grade and sex. Both groups read aloud for 30 minutes per week for 5 weeks; Group One read with a handler/therapy dog and Group Two read to peers. After 5 weeks, the groups were reversed. Between-group and within-group differences were analyzed. Several statistically significant and large effect sizes were found. Findings generally suggested that reading aloud to an adult/therapy dog team tended to increase children’s scores on a test of oral reading fluency much more than reading aloud to peers. No significant effects were identified on a survey of general attitudes toward reading administered to the children.

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Increasing Reading Fluency through the Use of Physical Movement and Affirming Parallel Concepts

Studies in Linguistics and Literature ◽

10.22158/sll.v5n2p118 ◽

2021 ◽

Vol 5 (2) ◽

pp. p118

Author(s):

Tim P. Mead ◽

Leif E. Berg ◽

Starr K. Sage ◽

Dennis J. Guillot

Keyword(s):

Reading Instruction ◽

Struggling Readers ◽

Reading Fluency ◽

Sight Words ◽

Control Group ◽

School Students ◽

Physical Movement ◽

Group 5 ◽

The Impact ◽

Experimental Group

Sixteen 6th grade middle school students, who were all classified as struggling readers, volunteered to participate in a study examining the impact of daily physical movement and singing (Affirming Parallel Concepts) on reading fluency, as measured by words read per minute. Half of the participants received instruction on learning new songs to sing in class while simultaneously learning new sight words over a six-week period. The other eight students served as a control group and received standard reading instruction on learning new sight words. The experimental group incorporated movement into their singing by clapping their hands and thighs, stomping their feet, and moving around the classroom while singing. Students in the experimental group significantly improved their reading fluency (14% improvement) versus those students in the control group (5% improvement) over the six-week instruction period as measured by Fountas and Pinnell reading assessments.

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