Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or At-Risk for Reading Disabilities

2021 ◽  
pp. 002221942110434
Author(s):  
Lisa Didion ◽  
Jessica R. Toste
Keyword(s):  
At Risk ◽  
Goal Setting ◽  
Hierarchical Linear Modeling ◽  
Reading Fluency ◽  
Oral Reading ◽  
Reading Disabilities ◽  
Oral Reading Fluency ◽  
Opportunity To Learn ◽  
Self Determination ◽  
Self Monitoring

Data Mountain is a self-determination program that has shown early promise in enhancing the oral reading fluency (ORF) of students with or at-risk for reading disabilities (RD). This program supports self-determined learning behaviors through explicit teaching of self-monitoring, goal setting, and positive attributions. The present study tested the effects of Data Mountain on the ORF of 81 students with or at-risk for RD in second through fifth grades, randomly assigned to one of three conditions: Data Mountain delivered in small groups, Data Mountain delivered individually, or a comparison condition. Results from hierarchical linear modeling indicated that treatment students read an average of 31 more words per minute with a growth rate twice that of comparison students ( p < .01). The transferable possibilities of Data Mountain to provide students with an opportunity to learn self-determination skills and support ORF is significant to the field of special education.

Climb Data Mountain: How Components of Self-Determination Can Support Oral Reading Fluency Practice

2021 ◽  
pp. 004005992110272
Author(s):  
Lisa Didion ◽  
Jessica R. Toste
Keyword(s):  
Goal Setting ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Goal Achievement ◽  
Self Determination ◽  
Self Monitoring ◽  
Positive Impacts

Data Mountain is a program that teaches three self-determination skills: positive attributions, self-monitoring, and goal setting. Instruction of these skills is situated within the context of oral reading fluency (ORF) practice. There is evidence of positive impacts to ORF performance when instructors teach students to self-monitor and set goals related to ORF performance, specifically when using the Data Mountain program (Didion & Toste, 2021). Further, the Data Mountain program teaches students to connect their use of strategies to goal achievement. We provide detailed guidelines and examples of how to train students to self-monitor and goal set, as well as implement the Data Mountain program alongside repeated ORF practice.

Initial Progress of Children Identified with Disabilities in Michigan's Reading First Schools

2008 ◽  
Vol 74 (2) ◽  
pp. 235-256 ◽  
Author(s):  
Lauren A. Katz ◽  
C. Addison Stone ◽  
Joanne F. Carlisle ◽  
Douglas Lyman Corey ◽  
Ji Zeng
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Longitudinal Study ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Reading Skills ◽  
Reading First ◽  
Instructional Support ◽  
Specific Dimension

This 2-year longitudinal study examined initial evidence of progress in reading for 1,512 children with and without identified speech-language and/or learning disabilities (LD-SLD) in the context of the explicit literacy instruction provided in Michigan's Reading First (RF) schools. The findings suggested that children with LD-SLD labels demonstrated significantly slower growth compared to children without LD-SLD labels. Children considered more at risk also demonstrated slower progress in oral reading fluency (but not reading comprehension) compared to children considered less at risk. Implications are discussed in relationship to the extent of instructional support needed by children identified as LD-SLD in the mainstream, and in terms of the specific dimension of reading skills as a criterion.

scholarly journals Evaluating the Effectiveness of Combined Reading Interventions on Improving Oral Reading Fluency of Students with Reading Disabilities

2017 ◽  
Vol 9 (25) ◽  
Author(s):  
Ruya Guzel-Ozmen
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Reading Disabilities ◽  
Oral Reading Fluency ◽  
Reading Interventions

Introducción. En los años recientes, ha surgido el análisis experimental breve (AEB) como una aproximación para identificar las estrategias instruccionales y las estrategias instruccionales más efectivas, necesarias para aumentar la fluidez de lectura, antes de aplicar una intervención para periodos de tiempo extendidos. El propósito de este estudio fue investigar los efectos de agregar la retroalimentación del desempeño a las intervenciones basadas en la habilidad mejorando la fluidez de lectura oral de los estudiantes Turcos con dificultades de lectura.Método. Tres diferentes paquetes de intervención combinados fueron implementados en el estudio. Los paquetes de intervención incluyen Audición de Pasaje Preliminar y Lectura Repetida (LPP+RR), Lectura Repetida con Retroalimentación de Desempeño (RR+PF), y Audición de Pasaje Preliminar y Lectura Repetida con Retroalimentación de Desempeño (LPP+RR+PF). El análisis experimental breve fue usado para examinar los efectos de los paquetes de intervención. Cuatro estudiantes de elemental participaron el estudio. Los participantes fueron tres del grado cuarto y uno del tercer grado.Resultados. Los resultados demostraron que la fluidez de lectura de dos participantes mejoraró como función de la intervención LPP+RR+PF y los otros dos participantes tuvieron los mayores puntajes en la condición LPP+RR.Conclusión. Los resultados de este estudio apoyan la investigación previa, examinando los efectos de los paquetes de intervención combinados mejorando la fluidez en la lectura en la lengua Turca. Los hallazgos del estudio sugieren que la contribución relativa de evaluación de las estrategias usando el análisis breve puede determinar los paquetes de intervención efectivos para los estudiantes para mejorar su fluidez de lectura.

Variability in DIBELS Next Progress Monitoring Measures for Students at Risk for Reading Difficulties

2017 ◽  
Vol 38 (5) ◽  
pp. 272-283 ◽  
Author(s):  
Breda V. O’Keeffe ◽  
Kaitlin Bundock ◽  
Kristin L. Kladis ◽  
Rui Yan ◽  
Kat Nelson
Keyword(s):  
At Risk ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Progress Monitoring ◽  
Reading Difficulties ◽  
Average Growth ◽  
Dibels Next ◽  
Lower Variability ◽  
Linear Growth Model

Previous research on curriculum-based measurement of oral reading fluency (CBM ORF) found high levels of variability around the estimates of students’ fluency; however, little research has studied the issue of variability specifically with well-designed passage sets and a sample of students who scored below benchmark for the purpose of progress monitoring. We examined the variability in oral reading fluency score slopes due to passage and student characteristics using DIBELS Next progress monitoring passages over 4 weeks using a hierarchical linear growth model. Participants included second-, third-, and fourth-grade students identified as at risk for reading difficulties. The results showed an average growth rate of approximately 1 correctly read word per minute per week, with considerably lower variability than shown in previous research with less controlled passage sets and/or higher performing student samples. Implications for practice are discussed, including procedural recommendations for administrators and teachers.

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