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 How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties

2018 ◽  
Vol 85 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Sharon Vaughn ◽  
Greg Roberts ◽  
Philip Capin ◽  
Jeremy Miciak ◽  
Eunsoo Cho ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Listening Comprehension ◽  
Word Reading ◽  
Reading Difficulties ◽  
Language And Literacy ◽  
Response To Instruction ◽  
Literacy Outcomes ◽  
School Year ◽  
Intensive Reading

This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade ( n = 183 for non-EL; n = 217 for EL) who received an intensive reading intervention. At pretest, word reading, listening comprehension, and reading comprehension were measured, and at posttest, reading comprehension was measured again. Results from moderated multiple regression analyses showed a significant three-way interaction such that reading comprehension at posttest was higher for ELs than non-ELs with similar levels of low word reading but relatively higher levels of listening comprehension. However, non-ELs outperformed ELs with similar levels of relatively high word reading and average to high listening comprehension. The findings suggest that pre-intervention skill profiles may need to be interpreted differently for ELs and non-ELs with significant reading difficulties in relation to language and literacy outcomes.

Grammatical Verb Errors: Differences Between English Learners With and Without Diagnosed Language-Based Learning Disabilities

2021 ◽  
pp. 1-11
Author(s):  
Keisey Fumero ◽  
Carla Wood
Keyword(s):  
Learning Disabilities ◽  
English Learners ◽  
Progress Monitoring ◽  
Written Language ◽  
Fifth Grade ◽  
Language Abilities ◽  
Fifth Grade Students ◽  
School Year ◽  
Average Change ◽  
Grammatical Accuracy

Purpose: This study examines the written language samples of fifth grade English learner (EL) students with and without diagnosed language-based learning disabilities (LLDs) in an effort to explore the utility of such supplemental materials for aiding in differential diagnosis of ELs with and without LLDs. Method: This sample of 127 fifth grade students consisted of ELs without identified disabilities ( n = 89) and ELs diagnosed with LLDs ( n = 38). Written language samples from a classroom-based expository writing task were coded for grammaticality and specific verb type of errors. An analysis of variance (ANOVA) between the groups that differed by language abilities was conducted at two time points to compare the frequency of errors and the average change in grammaticality from the beginning of the school year to the end of the school year. Results: EL students with and without LLDs performed similarly at the beginning of the school year. ELs without LLDs showed greater average change in accuracy across the school year. Significantly, higher proportions of verb tense and verb omission errors were demonstrated by ELs with LLDs when compared with their EL peers at the end of the school year. Overall grammatical accuracy was also lower for ELs with LLDs. Conclusions: Group differences at the end of the school year were confirmed in types and rate of verb errors. Results support the potential clinical utility of monitoring verb errors in writing samples over time as a supplemental tool in diagnostic evaluations and assessments for progress monitoring.

Effects of a Reading Intervention and a Mentoring Intervention for Ninth-Grade English Learners with Reading Difficulties

2021 ◽  
pp. 1-26
Author(s):  
Sharon Vaughn ◽  
Leticia Martinez ◽  
Kelly J. Williams ◽  
Jeremy Miciak ◽  
Anna-Mária Fall ◽  
...  
Keyword(s):  
Reading Intervention ◽  
English Learners ◽  
Reading Difficulties ◽  
Ninth Grade

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.

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

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.

Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency

2012 ◽  
Vol 34 (4) ◽  
pp. 697-725 ◽  
Author(s):  
MICHAEL J. KIEFFER ◽  
GINA BIANCAROSA ◽  
JEANNETTE MANCILLA-MARTINEZ
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Word Reading ◽  
Morphological Awareness ◽  
Language Minority ◽  
Unique Contribution ◽  
Spanish Speaking ◽  
Reading Vocabulary ◽  
Language Minority Learners ◽  
Vocabulary Word

ABSTRACTThis study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions via three hypothesized mediators for students in sixth, seventh, and eighth grade (N = 101). Results indicated a significant unique contribution of morphological awareness, controlling for phonemic decoding, listening comprehension, reading vocabulary, word reading fluency, and passage reading fluency. Results further indicated significant indirect contributions of morphological awareness via reading vocabulary and passage fluency, but not via word reading fluency. Findings suggest that morphological awareness may play multiple important roles in second-language reading comprehension.

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