scholarly journals Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties

2018 ◽  
Vol 52 (1) ◽  
pp. 31-44 ◽  
Author(s):  
Sharon Vaughn ◽  
Garrett J. Roberts ◽  
Jeremy Miciak ◽  
Pat Taylor ◽  
Jack M. Fletcher
Keyword(s):  
Reading Fluency ◽  
Treatment Condition ◽  
Word Reading ◽  
Reading Difficulties ◽  
Fifth Grade ◽  
Reading Outcomes ◽  
Fifth Grade Students ◽  
Randomized Control Trial Design ◽  
Randomized Control ◽  
Business As Usual

We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).

scholarly journals Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers

2018 ◽  
Vol 52 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Jessica R. Toste ◽  
Philip Capin ◽  
Kelly J. Williams ◽  
Eunsoo Cho ◽  
Sharon Vaughn
Keyword(s):  
Struggling Readers ◽  
Text Comprehension ◽  
Word Reading ◽  
Fifth Grade ◽  
Future Research ◽  
Motivational Beliefs ◽  
Standardized Measures ◽  
Randomized Control ◽  
Business As Usual ◽  
Main Effects

This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers ( n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work. The intervention was replicated with a three-condition design: MWR only, MWR with a motivational beliefs component, and business-as-usual control. Students were tutored in small groups for 40 lessons (four 40-min lessons each week). When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension. Furthermore, there was a noted interaction between English learner status and treatment on spelling performance. There were no statistically significant main effects between the MWR groups on proximal or standardized measures of interest. Findings are discussed in terms of their relevance to MWR instruction for students with persistent reading difficulties and considerations for future research related to the malleability of motivation.

scholarly journals Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties

2019 ◽  
pp. 074193251986526
Author(s):  
Garrett J. Roberts ◽  
Sharon Vaughn ◽  
Greg Roberts ◽  
Jeremy Miciak
Keyword(s):  
Problem Behaviors ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Treatment Condition ◽  
Reading Difficulties ◽  
Future Research ◽  
Fifth Grade Students ◽  
Effective Interventions ◽  
Reading Efficiency ◽  
Fluency And Comprehension

This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with reading difficulties. Students scoring ≤85 standard score on the Test of Silent Reading Efficiency and Comprehension ( n = 108), a reading fluency and comprehension screener measure, were randomized to the researcher-provided treatment condition ( n = 55) or the business-as-usual comparison condition ( n = 53). Results indicated that problem behaviors were associated with lower reading comprehension outcomes. Findings also suggested that students with higher levels of overall problem behaviors and externalizing behaviors in the treatment condition outperformed similar students in the comparison condition on the Gates-MacGinitie Reading Test ( p < .05). Future research is needed on how to best identify, develop, and adapt effective interventions for students with reading difficulties and problem behaviors within school-wide response to intervention frameworks.

Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties

2020 ◽  
pp. 002221942094928
Author(s):  
Jeanne Wanzek ◽  
Stephanie Al Otaiba ◽  
Yaacov Petscher ◽  
Christopher J. Lemons ◽  
Samantha A. Gesel ◽  
...  
Keyword(s):  
Reading Intervention ◽  
Phonological Processing ◽  
Latent Variable ◽  
Word Reading ◽  
Reading Difficulties ◽  
Equation Modeling ◽  
Usual Condition ◽  
Nonword Reading ◽  
Business As Usual ◽  
Mindset Intervention

The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups for 24–30 min lessons. Multilevel structural equation modeling (SEM) via n-level SEM was used to account for the latent variable representation of constructs, and the complex nesting and cross-classification structure of the data. Students in the reading intervention plus mindset condition significantly outperformed the business as usual condition on nonword reading ( d = 0.35) as did students in the reading intervention condition ( d = 0.20), who also outperformed the business as usual condition on phonological processing ( d = 0.28). There were no significant differences among students in the three conditions on nonword reading, word reading, phonological processing, reading comprehension, or growth mindset. Initial reading achievement, mindset, and problem behavior did not generally moderate these findings.

scholarly journals Pengaruh penggunaan media video dan gambar terhadap keterampilan menulis kelas V

2017 ◽  
Vol 5 (1) ◽  
pp. 22
Author(s):  
Dian Mariya Ulfah ◽  
Sunaryo Soenarto
Keyword(s):  
Elementary School ◽  
Test Performance ◽  
Writing Skills ◽  
Fifth Grade ◽  
Control Group ◽  
Assessment Instruments ◽  
Fifth Grade Students ◽  
Quasi Experimental ◽  
Randomized Control ◽  
Bahasa Indonesia

Penelitian ini bertujuan untuk mengetahui (1) pengaruh media video terhadap keterampilan menulis kembali isi cerita siswa kelas V SD pada pembelajaran bahasa Indonesia; (2) pengaruh media gambar terhadap keterampilan menulis kembali isi cerita siswa kelas V SD pada pembelajaran bahasa Indonesia; dan (3) perbedaan pengaruh media video dan gambar terhadap keterampilan menulis kembali isi cerita kelas V SD pada pembelajaran bahasa Indonesia. Jenis penelitian yang digunakan yaitu quasi eksperimen, sedangkan desainnya randomized control-group pretestt-posttestt. Populasi penelitian seluruh siswa kelas V SDN Se-gugus V Kasihan-Bantul, pengambilan sampel dilakukan secara random sampling. Variabel penelitian terdiri dari variabel bebas dan variabel terikat. Teknik pengumpulan data berupa pelaksanan tes unjuk kerja. Instrumen penilaian menulis diukur dengan uji validitas isi dan uji reliabilitas inter-rater. Hasil penelitian menunjukkan bahwa (a) media video berpengaruh positif dan signifikan terhadap keterampilan menulis dengan taraf signifikan 0,000 < 0,05; (b) media gambar berpengaruh positif dan signifikan terhadap keterampilan menulis dengan taraf signifikan 0,022 < 0,05; dan (c) terdapat perbedaan pengaruh media video dan gambar yang signifikan terhadap keterampilan menulis dengan taraf signifikan 0,043 < 0,05.Kata Kunci: media video, media gambar, keterampilan menulis kembali isi cerita The effectiveness of implementing video and picture media ofwriting skills in fifth grade students of Elementary School Abstract The purpose of this study are to find out (1) the effect of video on writing skills in fifth grade students of Elementary School in Indonesian learning, (2) the of picture series on writing skills in fifth grade students of Elementary School in Indonesian learning, (3) the differences of  video and picture series on writing skills in fifth grade students of Elementary School in Indonesian learning. This study used quasi experimental, and the design used randomized control-group pretestt-posttestt. The participants of this study were the whole students of the fifth grade of 5 Clusters Kasihan-Bantul Sub-District. The research variables consisted of independent variable and dependent variable. The data collection technique was conducted by test performance. Writing assessment instruments measured by content validity and inter-rater reliability tests. The results showed that (1) video media gives a positive and significant on writing skills in fifth grade students of Elementary School with sig 0,000 < 0,05 (2) picture media gives a positive and significanton writing skills in fifth grade students of Elementary School with sig 0,022 < 0,05 (3) There is significan different effect between video and picture series on on writing skills in fifth grade students of Elementary School with sig 0,043 < 0,05.Keywords: videos, picture series, writing skills to rewrite a story

scholarly journals Response and Non-response to Intervention for Reading Difficulties: What Role do Cognitive Correlates Play?

2019 ◽  
Author(s):  
Malikka Begum Binte Habib Mohamed
Keyword(s):  
Phonological Awareness ◽  
Reading Fluency ◽  
Verbal Memory ◽  
Cognitive Skills ◽  
Word Reading ◽  
Research Question ◽  
Reading Difficulties ◽  
Rapid Automatized Naming ◽  
Cognitive Measures ◽  
Post Intervention

Grade 1 responders and non-responders to an iPad-based reading intervention were evaluated on their cognitive attributes. Cognitive measures included phonological awareness, rapid automatized naming, verbal memory and statistical learning, which were correlated with a lack of response to reading interventions in previous studies (Al Otaiba & Fuchs, 2006). The overall research question was whether and which of the cognitive variables could differentiate treatment responders versus non-responders, since this would provide valuable information in predicting which children may be better served by different types of intervention. The intervention study was conducted as a randomized controlled design, wherein 147 children (Mage = 6.75) who were identified as at risk for reading difficulties at primary school entry were allocated to either phonics or word reading based interventions. Responders included children who attained criterion-referenced word reading and fluency and decoding accuracy and fluency scores (e.g., above grade equivalent scores or above a mean of typically developing peers), whereas nonresponders did not attain age-based scores at post-intervention compared with their preintervention scores. Four separate MANCOVA analyses were conducted to determine if nonresponders differed from their peers on any of the cognitive measures. The two groups differed only on the fluency outcomes. On the reading fluency task, non-responders varied from the other groups on their phonological awareness and verbal memory scores. For decoding fluency outcomes, responders and non-responders differed only on rapid automatized naming. Altogether, these findings do suggest differences between the groups, suggesting implications of building on cognitive skills together with language skills for children with reading difficulties.

Repeated Reading for Students with Emotional or Behavioral Disorders: Peer- and Trainer-Mediated Instruction

2005 ◽  
Vol 31 (1) ◽  
pp. 51-64 ◽  
Author(s):  
John E. Staubitz ◽  
Gwendolyn Cartledge ◽  
Amanda L. Yurick ◽  
Ya-Yu Lo
Keyword(s):  
Behavioral Disorders ◽  
Reading Fluency ◽  
Oral Reading ◽  
Repeated Reading ◽  
Fifth Grade ◽  
Baseline Design ◽  
Beneficial Effects ◽  
Fifth Grade Students ◽  
Fluency And Comprehension ◽  
Emotional Or Behavioral Disorders

This study evaluated the effects of a repeated reading (RR) intervention on the oral reading fluency and comprehension of six urban fourth and fifth-grade students with and at risk for emotional or behavioral disorders (EBD). A multiple baseline design across subjects was used to study RR effects according to gains in reading fluency, comprehension, and generalization to unpracticed passages under covert and overt timing conditions. Results indicated that all students improved both reading fluency (i.e., speed and accuracy) and comprehension when participating in RR. Improvements were also observed on the unpracticed generalization passages; the addition of overt timing and charting produced the greatest improvements. These gains were confirmed through administration of standardized tests in reading. Findings are described according to the beneficial effects of RR and the relative advantages of peer-mediated interventions with students with EBD.

The development of a measure of root awareness to account for reading performance in the Arabic language: A development and validation study

2018 ◽  
Vol 40 (2) ◽  
pp. 303-322 ◽  
Author(s):  
SANA TIBI ◽  
JAMIE L. TOCK ◽  
JOHN R. KIRBY
Keyword(s):  
Reading Fluency ◽  
Structural Equation ◽  
Word Reading ◽  
Factor Model ◽  
Salient Feature ◽  
Arabic Language ◽  
Equation Model ◽  
Model Fit ◽  
Reading Outcomes ◽  
Arabic Speaking

ABSTRACTMorphological awareness (MA) is an important predictor of reading outcomes in different languages. The consonantal root is a salient feature of Arabic lexical structure and critical to MA. The goals of this study were to (a) develop a measure of root awareness (RA) as one dimension of MA in Arabic, and (b) validate the RA measure by predicting reading outcomes in an Arabic population. A set of RA items was administered to 194 Arabic-speaking third-grade children. A one-factor model was specified using confirmatory factor analysis to examine the model fit of the RA measure. A structural equation model was then developed to examine the relation between the RA measure and important reading outcome measures including word reading, reading fluency, and reading comprehension. The results of these analyses indicated good model fit, and the RA measure accounted for a substantial portion of the variance in the outcomes. The establishment of the RA measure is an important preliminary step to efficiently assessing MA in Arabic and could serve as an integral tool for studying reading development.

Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties

2016 ◽  
Vol 35 (1-2) ◽  
pp. 138-148 ◽  
Author(s):  
Taylor A. Koriakin ◽  
Alan S. Kaufman
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Word Reading ◽  
Reading Difficulties ◽  
Total N ◽  
Specific Reading ◽  
Fluency And Comprehension ◽  
Oral Expression ◽  
Post Hoc ◽  
Significant Weakness

Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate “specific” reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading profiles—basic reading difficulties (BRD), reading fluency difficulties (RFD), reading comprehension difficulties (RCD), and typical readers (total n = 821). Results indicated significant differences between the groups on most error factors. Post hoc analyses indicated there were no significant differences between the RFD and RCD groups, but these groups demonstrated different patterns of significant weakness relative to typical readers. The RFD group was weaker in spelling and oral expression whereas the RCD group demonstrated difficulties in writing mechanics and listening comprehension. These findings indicate that comprehension deficits cannot be attributed only to fluency difficulties and that specific reading difficulties may translate to other aspects of achievement.

scholarly journals Clarifying the Relationship Between Early Speech-Sound Production Abilities and Subsequent Reading Outcomes

2021 ◽  
Author(s):  
Marjolein Mues ◽  
Jennifer Zuk ◽  
Elizabeth Norton ◽  
John Gabrieli ◽  
Tiffany P. Hogan ◽  
...  
Keyword(s):  
Oral Language ◽  
Sound Production ◽  
Word Reading ◽  
Speech Sound ◽  
Reading Difficulties ◽  
Literacy Skills ◽  
Reading Outcomes ◽  
Speech Accuracy ◽  
The Relationship ◽  
Production Accuracy

Purpose: Learning to read is a complex, multi-faceted process that relies on several speech and language-related subskills. Individual differences in word reading outcomes are indicated among children with inaccurate speech-sound productions, with inconsistent reports as to whether phonological deficits and/or weaknesses in oral language explain subsequent reading difficulties. Thus, it remains unclear how variability in speech production accuracy in early childhood may impact reading development. Therefore, the present longitudinal study seeks to clarify the relationship between speech-sound production accuracy in kindergarten and subsequent reading outcomes with a focus on additional potential mediating factors.Method: Speech accuracy, core pre-literacy skills (phonological awareness, rapid naming, letter-name knowledge) and additional potential mediators (oral language, nonverbal cognitive abilities, and socioeconomic status (SES) were characterized at the start of formal reading instruction. Word reading, decoding, reading fluency and comprehension were assessed at the end of second grade. Mediation analyses were conducted to examine factors that mediate the relationship between speech accuracy in kindergarten and subsequent reading outcomes.Results: Speech-sound production accuracy uniquely contributed to the prediction of word reading; whereas full mediation effects of core pre-literacy skills and SES were identified for decoding and fluency. For reading comprehension, full effects of pre-literacy and vocabulary skills were observed. Hierarchical regression models further revealed the relative contributions of each factor to respective reading outcomes.Conclusions: Findings carry implications for the importance of monitoring emergent literacy abilities among children with speech delays and assessing speech-sound production accuracy in multifactorial approaches to early identification of risk for reading difficulties.

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