An Examination of Problem Behaviors and Reading Outcomes in Kindergarten Students

2010 ◽  
Vol 45 (3) ◽  
pp. 131-148 ◽  
Author(s):  
Shanna Hagan-Burke ◽  
Oi-man Kwok ◽  
Yuanyuan Zou ◽  
Caitlin Johnson ◽  
Deborah Simmons ◽  
...  
Keyword(s):  
Problem Behavior ◽  
Reading Instruction ◽  
Problem Behaviors ◽  
Reading Intervention ◽  
Intervention Program ◽  
Word Reading ◽  
Negative Impact ◽  
Reading Outcomes ◽  
Alphabet Knowledge ◽  
Early Reading Intervention

This study examined the influences of problem behaviors on kindergarten reading outcomes and investigated the extent to which explicit, code-based reading instruction moderated those relations among 206 children identified as being at risk of reading difficulty. Children from the classrooms of 57 kindergarten teachers in 12 schools were randomly assigned to an early reading intervention program or school-determined comparison intervention. In both conditions, children received 30 minutes of small-group supplementary reading instruction for 21 weeks. Findings from multilevel modeling revealed many associations between problem behaviors and reading outcomes for children in both conditions. Interaction analyses indicated that explicit, code-based reading intervention moderated the negative impact of externalizing problem behavior on end-of-kindergarten measures of alphabet knowledge, phonemic blending, and word reading. This type of intensive systematic reading instruction also moderated the influence of hyperactivity on children’s alphabet knowledge and phonemic blending. There were no moderator effects for internalizing problem behavior.

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.

Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District

2018 ◽  
Vol 27 (3) ◽  
pp. 234-252
Author(s):  
Kathryn C. Auletto ◽  
Mary-Kate Sableski
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Reading Intervention ◽  
Intervention Program ◽  
Research Question ◽  
Intervention Programs ◽  
Primary Data ◽  
Urban District ◽  
Reading Intervention Program ◽  
Long Term Impact

Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?

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.

scholarly journals Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

2020 ◽  
Vol 29 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Justin D. Garwood ◽  
John W. McKenna ◽  
Stephen Ciullo
Keyword(s):  
Reading Instruction ◽  
Behavioral Disorders ◽  
Reading Intervention ◽  
Special Educators ◽  
Emotional And Behavioral Disorders ◽  
Early Reading ◽  
School Students ◽  
Early Reading Intervention ◽  
Behavioral Supports ◽  
Early Reading Instruction

Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.

scholarly journals The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention

2021 ◽  
pp. 002221942110103
Author(s):  
Johny Daniel ◽  
Sharon Vaughn ◽  
Gregory Roberts ◽  
Amie Grills
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Intervention ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Controlled Trial ◽  
Reading Difficulties ◽  
Student Response ◽  
Lower Baseline

To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students’ baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-grade students with reading difficulties ( N = 128) were analyzed. Results demonstrate that baseline word reading was a significant predictor of students’ end-of-year reading comprehension performance. Treatment group students who had lower baseline word reading compared with those students with comparatively higher word reading scores performed significantly lower on posttest reading comprehension. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader needs.

Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities

2021 ◽  
pp. 002221942199984
Author(s):  
Cheryl Varghese ◽  
Mary Bratsch-Hines ◽  
Heather Aiken ◽  
Lynne Vernon-Feagans
Keyword(s):  
At Risk ◽  
Reading Instruction ◽  
Word Reading ◽  
Literacy Coaching ◽  
Supplemental Instruction ◽  
Development Program ◽  
Intervention Fidelity ◽  
Students At Risk ◽  
Oral Vocabulary ◽  
Second Year

Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality) of targeted reading instruction (TRI, formerly called targeted reading intervention), a professional development program with embedded student intervention and weekly webcam literacy coaching support, was related to spring reading and oral vocabulary gains for students at risk for reading-related disabilities. The study also examined whether teachers’ years of participation in TRI (1 year vs 2 years) moderated associations between intervention fidelity and students’ reading and oral vocabulary outcomes. Findings suggested that teachers’ adherence to TRI strategies was directly associated with students’ vocabulary gains as well as word reading skills for teachers in their second year of participation. Furthermore, when teachers provided students with more TRI exposure during their second year of participation, students made greater gains in word reading and reading comprehension.

scholarly journals Evaluation of the interactionist model of socioeconomic status and problem behavior: A developmental cascade across generations

2010 ◽  
Vol 22 (3) ◽  
pp. 695-713 ◽  
Author(s):  
Monica J. Martin ◽  
Rand D. Conger ◽  
Thomas J. Schofield ◽  
Shannon J. Dogan ◽  
Keith F. Widaman ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Problem Behavior ◽  
Human Development ◽  
Problem Behaviors ◽  
Family Stress ◽  
Individual Characteristics ◽  
Social Selection ◽  
Social Causation ◽  
Adolescent Problem Behavior ◽  
The Social

AbstractThe current multigenerational study evaluates the utility of the interactionist model of socioeconomic influence on human development (IMSI) in explaining problem behaviors across generations. The IMSI proposes that the association between socioeconomic status (SES) and human development involves a dynamic interplay that includes both social causation (SES influences human development) and social selection (individual characteristics affect SES). As part of the developmental cascade proposed by the IMSI, the findings from this investigation showed that Generation 1 (G1) adolescent problem behavior predicted later G1 SES, family stress, and parental emotional investments, as well as the next generation of children's problem behavior. These results are consistent with a social selection view. Consistent with the social causation perspective, we found a significant relation between G1 SES and family stress, and in turn, family stress predicted Generation 2 (G2) problem behavior. Finally, G1 adult SES predicted both material and emotional investments in the G2 child. In turn, emotional investments predicted G2 problem behavior, as did material investments. Some of the predicted pathways varied by G1 parent gender. The results are consistent with the view that processes of both social selection and social causation account for the association between SES and human development.

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