Reading and Writing Instruction in the Upper Elementary Grades

2016 ◽  
Vol 52 (5) ◽  
pp. 259-261 ◽  
Author(s):  
Jessica R. Toste ◽  
Stephen Ciullo
Keyword(s):  
Academic Success ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Students With Learning Disabilities ◽  
Reading And Writing ◽  
Students With Ld

This special issue of Intervention in School and Clinic supports the knowledge and skills of educators who provide reading and writing intervention to students with learning disabilities (LD) in the upper elementary grades. Grades 3 through 5 are critical to long-term academic success because, for many students with LD, foundational literacy skills are still developing during a time when reading and writing tasks become more challenging. In this issue, evidence-based instructional practices and strategies are presented. The articles in this issue include interventions for improving word reading skills, written expression, advanced reading comprehension, as well as motivation and self-determined learning. Detailed teaching steps, classroom examples, and suggestions for classroom resources are included.

Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities

2016 ◽  
Vol 52 (5) ◽  
pp. 279-286
Author(s):  
Colby Hall ◽  
Marcia A. Barnes
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Elementary Students ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Students With Learning Disabilities ◽  
Step Process ◽  
Comprehension Skill ◽  
Knowledge Based ◽  
Students With Ld

Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.

Does Place Really Matter to Students with Learning Disabilities? A Study of Three University Campuses

2009 ◽  
Vol 34 (1) ◽  
pp. 75-81
Author(s):  
Susan Whitmer
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Physical Environment ◽  
The United States ◽  
Students With Learning Disabilities ◽  
University Campuses ◽  
Post Secondary ◽  
Space Design ◽  
Education Environment ◽  
Students With Ld

Key drivers that influence space design in today's higher education environment are technology, changing demographics, increased focus on student engagement, and carbon footprint. Just as important, but not typically on the list, is the growing population of students with Learning Disabilities (LD) for which the physical environment plays an increasingly important role in successful learning outcomes. The research goal was to examine the role of “place” as a component of academic success for those students with LD. Methodology included both literature review and the development of a case study analysis of three post-secondary institutions in the United States. The universities were chosen based on the size of the university, the campus setting, and the mission of the Disabilities Services team. The conclusion of the research surfaced three specific components of the physical environment that hold an increased value for a student with LD. These components are wayfinding, formal learning spaces, and disability services spaces. The key to integrating a sense of place with the needs of students with LD is moving beyond meeting the minimum standards of the legal mandates and bridging the principles of universal design to the built environment.

scholarly journals Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

2021 ◽  
pp. 40-53
Author(s):  
Joana Batalha ◽  
Maria Lobo ◽  
Antónia Estrela ◽  
Bruna Bragança
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Word Reading ◽  
Writing Skills ◽  
First Grade ◽  
Literacy Skills ◽  
Early Years ◽  
Second Grade ◽  
Syntactic Awareness ◽  
Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

scholarly journals Using a Simultaneous Prompting Procedure to Improve the Quality of the Writing of Three Students with Learning Disabilities

2021 ◽  
Vol 14 (11) ◽  
pp. 81
Author(s):  
Kerstin Nobel ◽  
Anne Barwasser ◽  
Matthias Grünke ◽  
Kristie Asaro-Saddler ◽  
Bruce Saddler
Keyword(s):  
Learning Disabilities ◽  
Progress Monitoring ◽  
Upper Elementary ◽  
Elementary Level ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Students With Ld

The purpose of this experiment was to determine the effects of a simultaneous prompting procedure on the writing performance of three upper-elementary-level students diagnosed with learning disabilities (LD). Interventionists gave task directions followed by model prompts with a 0-s time delay to teach students composition. Non-targeted information related to the writing process was embedded in the form of progress monitoring. A multiple-baseline design across participants (AB) was used to assess the effectiveness of the intervention. Results indicate that the simultaneous prompting procedure positively affected the overall quality of writing of students with LD. Implications for practice and future research are discussed.

A Literature Review of Academic Interventions for College Students With Learning Disabilities

2018 ◽  
Vol 41 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Wen Zeng ◽  
Song Ju ◽  
Casey Hord
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Postsecondary Education ◽  
Relevant Literature ◽  
Strategy Instruction ◽  
Academic Interventions ◽  
Students With Learning Disabilities ◽  
Student Centered ◽  
Students With Ld ◽  
Support Students

The number of students with learning disabilities (LD) enrolling in postsecondary education has increased rapidly over the past decade. It is imperative to investigate what interventions have been used to assist students with LD in achieving academic success. To examine the interventions currently used to support students with LD in postsecondary education, the authors reviewed the relevant literature from 2000 to 2016. Four primary types of interventions were identified from 12 articles: assistive technology, direct assistance, strategy instruction, and comprehensive support program. The findings indicate that the student-centered approach is an important characteristic of current academic interventions for students with LD in postsecondary education. The authors also provide implications for researchers and practitioners for improving postsecondary interventions on students with LD.

Cognition, Metacognition, and Achievement of College Students with Learning Disabilities

2005 ◽  
Vol 28 (4) ◽  
pp. 261-272 ◽  
Author(s):  
Guy Trainin ◽  
H. Lee Swanson
Keyword(s):  
College Students ◽  
Learning Strategies ◽  
Phonological Processing ◽  
Help Seeking ◽  
Semantic Processing ◽  
Short Term Memory ◽  
Word Reading ◽  
Self Regulation ◽  
Students With Learning Disabilities ◽  
Students With Ld

This study examined the way successful college students with LD compensated for their deficits in phonological processing. Successful was defined as average or above-average grades in college coursework. The study compared the cognitive and metacognitive performance of students with and without LD (N=40). Although achievement levels for both groups were comparable, students with LD scored significantly lower than students without LD in word reading, processing speed, semantic processing, and short-term memory. Differences were also found between groups in self-regulation and number of hours of studying. Results showed that students with LD compensated for their processing deficits by relying on verbal abilities, learning strategies, and help seeking.

scholarly journals Improving Reading and Writing Literacy in I Cycle of Primary Education in Montenegro

2021 ◽  
Vol 4 (2) ◽  
pp. 12
Author(s):  
Tamara Milić ◽  
Anita Marić
Keyword(s):  
Learning Strategies ◽  
Reading Skills ◽  
Literacy Skills ◽  
Pedagogical Issues ◽  
Team Approach ◽  
Teaching Literature ◽  
Reading And Writing ◽  
Teaching Goals ◽  
Literacy Process ◽  
Teaching Learning

The aim of this research is to examine didactic/pedagogical issues and teaching/learning strategies by determining the characteristics of pre-literary skills in the I grade, reading skills in the II grade and reading and writing skills in the III grade, as well as to which difficulties teachers are encountered in the literacy process itself. We observed primary public school pupils - 136 in I and 136 in II grades and 400 in III grades from Podgorica, Mojkovac, Budva and Nikšić. The number of examined teachers from the same schools is 83. It was noticed that a significant number of I grade pupils did not have functional linking of symbols, has difficulties in understanding the words structures. Pupils in the II grade do not make a distinction in hand written and hand printed letters and have difficulties with punctuation. There are difficulties in general understanding and the simultaneous processing of information; the existence of elements of dyslexia and dysgraphia was observed. Among pupils in III grades there is uncertainty in writing, insufficient knowledge of fine graphomotorics, each 10th child has a difficulty in reading and understand what was read, around 13% has a difficulty in writing down what was read, and about 22% of them has a reduced skill to write a story based on the picture. The study findings show a need to redefine teaching goals, increase the number of hours for acquiring pre-school skills, teaching languages and teaching literature, propose more clearly the activities of adopting pre and general literacy skills, earlier learning of the Latin letters, to modernize teaching, and have a team approach.

The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support

2015 ◽  
Vol 39 (5) ◽  
pp. 402-412 ◽  
Author(s):  
Eve Kikas ◽  
Gintautas Silinskas ◽  
Piret Soodla
Keyword(s):  
Teacher Perceptions ◽  
Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Formal Schooling ◽  
End Of Grade ◽  
Children's Reading ◽  
Children’S Reading ◽  
Reading And Spelling

This study examined the effects of children’s reading skills and interest in reading-related tasks on teacher perceptions of children’s literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers. Identical measures were administered at three time points (at the beginning of Grade 1 and at the end of Grades 1 and 2). Children’s reading skills were assessed with the word reading fluency test, and their interest in reading was assessed with self-reports. Also, teachers evaluated each child’s level of reading and spelling skills and reported the level of individual literacy support they provided. The results showed that children’s poor skills in reading at the beginning of Grade 1 were related to both teacher perceptions of children’s skills as being poor and to increased support at the end of Grade 1. In turn, teacher perceptions of children’s skills as being poor at the end of Grade 1 were related to more support at the end of Grade 2. Moreover, children’s reading skills at the beginning of school had an indirect effect via teacher perceptions at the end of Grade 1 on teacher support in Grade 2. The findings underscore the importance of examining the role of teacher perceptions in providing individualized support during literacy activities.

scholarly journals Involvement of Social and Cognitive Factors in Reading Skills of Boys and Girls: A Comparative Study

2020 ◽  
Vol 6 (1) ◽  
pp. 147-152
Author(s):  
Ammara Farukh ◽  
Masroor Sibtain ◽  
Hafiz Muhammad Qasim ◽  
Asma Kashif Shahzad
Keyword(s):  
Comparative Study ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
The Other ◽  
Cognitive Factors ◽  
Physical Maturation ◽  
The Difference ◽  
Grade 3 ◽  
A Minor

It has been a controversial issue to ascertain whether girls have an advantage in literacy skills over boys or not. There are studies showing a minor or no lead of girls in literacy skills (White, 2007). On the other hand, several studies described better literacy skills in girls than boys (Ready, LoGerfo, Burkam& Lee, 2005; Coley, 2001). Reasons like differences in biology,cognitive and physical maturation (Leinhardt, Seewald & Engel, 1979) are given to explain these differences. In this study, 8-9 years 66 grade 3 children were tested on loud reading tasks in both Urdu and English.The children were extracted from a bigger sample which participated in a previous study. In the present study, we used 3-word lists (words of mixed difficulty, pseudo-words, and easy frequent words) in both Urdu and English (3+3). A t-test was run to see the difference of performance on all word reading tasks by girls, and boys.  The girls scored higher than boys on all Urdu and English tasks, except pseudo-words in Urdu where the difference was not significant whereas a tendency towards significance could be seen. The results presented evidence in favour of the advantage (cognitive or social) of girls over boys of the same age and grade.

scholarly journals A Computerized Syllable-Based Intervention for French-Speaking Children with Down Syndrome: What Effects on Reading Skills?

2021 ◽  
Vol 31 (1) ◽  
pp. 41-61
Author(s):  
Jean Écalle ◽  
Monique Sanchez ◽  
Annie Magnan
Keyword(s):  
Down Syndrome ◽  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Medium Term ◽  
Learning To Read ◽  
Children With Down Syndrome ◽  
French Speaking ◽  
Letter Sound

The aim of this research was to provide to eight children with Down Syndrome a syllable-processing software program that drew their attention to phonological and orthographic syllables. The children participated in a 10-hour training course (spread over 5 weeks) that used an experimental design with four assessment sessions, the first two of which were used to obtain a baseline in literacy skills. The effect of training was assessed just after training and two months later. A significant effect on decoding was observed at medium term after training. All children progressed in at least one domain, either in phonological skills, in decoding, or in word reading. Four children progressed in decoding and word reading. This study confirms the appropriateness of using phonetic approaches to reading instruction in order to stimulate learning to read in children with Down Syndrome. The syllable-based training facilitates the construction of associations between letters and syllables—the “syllabic bridge”—and could be a faster and easier way to learn letter-sound correspondences in French.

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