scholarly journals Phonology-based reading instruction to improve dyslexic students’ early reading ability

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Ranti Novianti ◽  
S. Syihabuddin ◽  
Endang Rochyadi
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Mixed Methods Research ◽  
Reading Ability ◽  
Positive Impact ◽  
Early Reading ◽  
Phonics Instruction ◽  
Reading Abilities ◽  
Dyslexic Students

Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.

Broken Promises: Reading Instruction in the Resource Room

1998 ◽  
Vol 64 (2) ◽  
pp. 211-225 ◽  
Author(s):  
Sharon Vaughn ◽  
Sally Watson Moody ◽  
Jeanne Shay Schumm
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Students With Learning Disabilities ◽  
Resource Room ◽  
School Year ◽  
Grade Levels ◽  
Reading Abilities ◽  
Wide Range ◽  
In The Beginning

Reading instruction and grouping practices provided for students with learning disabilities (LD) by special education teachers in the resource room were examined. Fourteen special education teachers representing 13 schools were observed three times over the course of 1 year and interviewed in the beginning and end of the school year. Results indicated that teachers primarily provided whole group reading instruction to relatively large groups of students (5 to 19), and little differentiated instruction or materials were provided despite the wide range (3 to 5 grade levels) of reading abilities represented. Most teachers identified whole language as their primary approach to reading, and little instruction that addressed word recognition or comprehension was observed.

Licensure Tests for Special Education Teachers

2009 ◽  
Vol 42 (5) ◽  
pp. 464-474 ◽  
Author(s):  
Sandra Stotsky
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Special Education Teachers ◽  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Evidence Based ◽  
Evaluation Systems ◽  
Test Items ◽  
Licensure Tests

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

Accommodations for Individual Differences without Classroom Ability Groups: An Experiment in School Restructuring

1994 ◽  
Vol 60 (4) ◽  
pp. 344-358 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Mark Jewell ◽  
Norma Leicester ◽  
Rollanda E. O'Connor ◽  
Linda M. Jenkins ◽  
...  
Keyword(s):  
Special Education ◽  
Individual Differences ◽  
Special Education Teachers ◽  
Reading Ability ◽  
School Restructuring ◽  
Control School ◽  
Reading Vocabulary ◽  
Language Arts Instruction ◽  
Ability Groups ◽  
Based Instruction

This study examined an alternative approach for organizing reading and language arts instruction to accommodate individual differences in reading ability. The approach featured Cooperative Integrated Reading and Composition (CIRC), conducted without ability groups, with cross-age and peer tutoring, supplementary phonics instruction for some students, and classroom-based instruction from compensatory and special education teachers. Students in regular, remedial, and special education were included in an experimental and a control school. We found significant effects on reading vocabulary, total reading, and language scores in favor of the experimental school; but on several other measures, including behavior ratings, we did not detect treatment effects.

Beginning Special Education Teachers' Classroom Reading Instruction: Practices That Engage Elementary Students with Learning Disabilities

2008 ◽  
Vol 75 (1) ◽  
pp. 97-122 ◽  
Author(s):  
Seonjin Seo ◽  
Mary T. Brownell ◽  
Anne G. Bishop ◽  
Mary Dingle
Keyword(s):  
Special Education ◽  
Beginning Teachers ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Qualitative Data ◽  
Instructional Quality ◽  
Reading Practices ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Student Autonomy

Researchers conducted a study that examined the classroom reading practices of beginning special education teachers and each teacher's ability to promote student engagement. The researchers observed 14 beginning special education teachers over a 6-month period and identified the teachers as most engaging, highly engaging, moderately engaging, or low engaging. Through qualitative data analysis, researchers identified 4 themes related to instructional engagement that differentiated the teachers: instructional quality, responsiveness to student needs, socioemotional climate of the classroom, and student autonomy. Although the most engaging and highly engaging teachers were relatively consistent in demonstrating these themes, most other teachers were not. This article discusses these findings in light of previous research on beginning teachers and makes suggestions for additional research.

scholarly journals Developing Reading Instruction Observation Protocols for Special Education Teachers

2021 ◽  
Author(s):  
Laura Ann Moylan
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Explicit Instruction ◽  
Observation System ◽  
Rigorous Testing ◽  
Observation Protocol ◽  
Decoding Instruction ◽  
Observation Protocols

Considerable resources have been invested in identifying effective reading instruction methods for students with disabilities. Unfortunately, students are not routinely receiving instruction aligned with these practices, impacting their ability to reach their potential. To improve reading instruction, teachers need to receive observation feedback and evaluations reflecting instructional practices shown to be effective. One way to ensure teachers are provided with feedback consistent with evidence based reading instruction is to develop observation protocols aligned to these practices. This dissertation addresses this problem with three distinct, yet interconnected, articles detailing the development of reading instruction observation protocols designed to provide accurate teacher evaluations and feedback to improve reading instruction for students with disabilities. Each protocol is part of the larger Recognizing Effective Special Education Teachers (RESET) observation system. The first article explains the framework that was applied to develop both the observation system and an explicit instruction observation protocol. The second and third articles describe the development of a comprehension and a decoding instruction observation protocol. Development included a comprehensive review of literature and rigorous testing. Results indicate the explicit instruction, comprehension, and decoding instruction protocols will provide reliable evaluations of a teacher’s ability to implement instruction consistent with practices most effective for students with disabilities. Implications for practice and further research are discussed.

scholarly journals MENINGKATKAN KEMAMPUAN MEMBACA AWAL AL-QUR�AN MELALUI METODE ALBANA PADA ANAK USIA 5-6 TAHUN

2018 ◽  
Vol 1 (2) ◽  
pp. 68
Author(s):  
Eko Setiawan
Keyword(s):  
Reading Ability ◽  
Qualitative Method ◽  
Early Reading ◽  
Islamic Education ◽  
Learning Method ◽  
Reading Abilities ◽  
A Priority ◽  
Group B ◽  
Descriptive Qualitative

As an institution that is concerned with Islamic Education, especially the Qur'an, TK Aisyiyah 19 Bandung has made Al-Qur'an education as a priority curriculum. Based on this, the author tries to apply the Al-Qur'an learning method that is more interesting, by using Al-Bana Al-Quran learning method (story-based).The purpose of this study was to improve the early reading abilities of Al-Qur'an children in group B TK Aisyiyah 19 Bandung.The method used in this research is descriptive qualitative method, with the type of classroom action research.The results of this study indicate that the application of Al-Bana Al-Quran learning method influences the early reading ability of Al-Quran children aged 5-6 years in TK Aisyiyah 19 Bandung.

scholarly journals Improve the Ability to Learn to Read Early by Using SAS Methods

2021 ◽  
Vol 3 (4) ◽  
pp. 152
Author(s):  
Kustianah Kustianah
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Positive Impact ◽  
Early Reading ◽  
Class Action ◽  
Completion Rate ◽  
Initial Condition ◽  
Early Reading Skills ◽  
Fields Of Study ◽  
Bahasa Indonesia

<p><em>Bahasa Indonesia is one of the fields of study taught in elementary schools, in the framework of coaching and passion and development of the age of elementary school children, the skills of Bahasa Indonesia are often an obstacle for students in terms of reading and writing. The purpose of the study, knowing the improvement of early reading skills using the Synthetic Analytics Structural (SAS) method. This type of research is Class Action Research using cycle models. The researchers showed that in the initial condition, the average reading skills of students were 67.71 with a classical completion rate of 42.85%. In cycle I, the average reading skills of students was 68.42 with a classical completion rate of 57.14%. In cycle II, the average student score was 76.71 with a classical completion rate of 85.71%. From the whole cycle that has been done, it can be concluded that the teacher has been able to improve the reading skills of the beginning of Grade I students by using the method of stuktural analytics sintatik. Each cycle always has a positive impact towards improving the development of early reading ability of Grade I students.</em></p>

Digital technology use and early reading abilities among bilingual children in Singapore

2020 ◽  
pp. 147821032098057
Author(s):  
Grace Haoning Mah ◽  
Xiangqing Hu ◽  
Weipeng Yang
Keyword(s):  
Education Policy ◽  
Digital Technology ◽  
Technology Use ◽  
Primary Schools ◽  
Reading Ability ◽  
Early Reading ◽  
Home Language ◽  
Reading Abilities ◽  
Technological Advances ◽  
English Dominant

Singapore has launched a bilingual education policy nationwide, which leads to three main home language environments amongst Chinese families, namely, Chinese dominant, Chinese-English bilingual families and English dominant families. However, little is known about the development of early reading abilities among Singapore children from these family backgrounds. Moreover, against the backdrop of technological advances in the digital age, how the use of digital technology may affect the development of early reading abilities remains understudied. In this study, 225 7-year-old Chinese Singaporean children with different home language environments were recruited from mainstream primary schools in Singapore to complete the Progress in International Reading Literacy Study reading comprehension tests and questionnaires. Evidence revealed that children’s reading ability and digital technology use in Chinese varied across home language environments. Also, the use of digital technology in both English and Chinese positively predicted the reading abilities in both languages respectively for children from English dominant families. The results provide interesting insights into the role of bilingualism and digital technology use in the development of early reading abilities. In view of the results, we also discuss and put forward suggestions on online reading education policy.

Reading Instruction in the Resource Room: Set up for Failure

2000 ◽  
Vol 66 (3) ◽  
pp. 305-316 ◽  
Author(s):  
Sally Watson Moody ◽  
Sharon Vaughn ◽  
Marie Tejero Hughes ◽  
Meryl Fischer
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Students With Learning Disabilities ◽  
Resource Room ◽  
Grouping Practices ◽  
Study Results ◽  
Set Up ◽  
Individualized Activities

The reading instruction, grouping practices, and outcomes for students with learning disabilities (LD) in resource room settings were examined. The study was a follow-up of an observational study done 2 years previously (Vaughn, Moody, & Schumm, 1998). Whole class instruction was the dominant grouping format although several teachers used small groups and individualized activities. Half of the special education teachers provided differentiated materials and instruction to match the learning levels of the students that they taught. Overall, no significant gains in reading comprehension were evidenced by students in this study. Results from the fluency tests also revealed inadequate student progress in reading. The failure of the present structure of the resource room to provide opportunities for a special education is discussed.

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