scholarly journals Intensive summer intervention drives linear growth of reading skill in struggling readers

2017 ◽  
Author(s):  
Patrick M. Donnelly ◽  
Elizabeth Huber ◽  
Jason D. Yeatman
Keyword(s):  
Individual Differences ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Reading Ability ◽  
Time Course ◽  
Intervention Program ◽  
Reading Skill ◽  
Individual Growth ◽  
Fluency And Comprehension ◽  
Initial Reading

An achievement of reading research has been the development of intervention programs for struggling readers. Most intervention studies employ a pre-post design, to examine efficacy, but this precludes the study of intervention-driven growth. Determining the time-course of improvement is essential for cost-effective, evidence-based intervention decisions. The goal of this study was to (a) analyze reading growth curves during an intensive summer intervention program and (b) characterize factors that predict individual differences in growth. A cohort of 37 children (6-12y) with reading difficulties (N = 21 with dyslexia diagnosis) were enrolled in 160 hours of intervention. We collected behavioral measures over 4 sessions assessing decoding, oral reading fluency, and comprehension. Data were analyzed using mixed-effects modeling to characterize growth and the moderating effect of individual differences (age, IQ, phonological awareness, & initial reading skill). Longitudinal measurements revealed a linear dose-response relationship between hours of intervention and improvement in reading ability. Decoding skills showed substantial growth (Cohen’s d = 0.81 (WJ Basic Reading Skills)), with fluency and comprehension growing more gradually (d =0.35 (WJ Reading Fluency)). Multivariate analyses revealed a significant contribution of initial reading ability in predicting individual growth rates: This demonstrates the efficacy of intensive intervention for highly impaired readers.

Machiavellianism and Spontaneous Mentalization: One Step Ahead of Others

2012 ◽  
Vol 26 (6) ◽  
pp. 580-587 ◽  
Author(s):  
Zsofia Esperger ◽  
Tamas Bereczkei
Keyword(s):  
Individual Differences ◽  
Social Relations ◽  
Reading Ability ◽  
Reading Skill ◽  
Mental States ◽  
The Other ◽  
Mind Reading ◽  
One Step ◽  
The Mind ◽  
Cognitive Deficiencies

In spite of the Machiavellians’ successful strategies in exploitation of others, they show cognitive deficiencies, especially reduced mind–reading skill. Theory of mind is usually regarded as an ability to make inferences about the mental states of others and thus to predict their behaviour. In our study, we have instead emphasized a motivation–based approach, using the concept of spontaneous mentalization. This concept is construed solely in a motivational context and not in relation to the automaticity of mind–reading ability. It entails that people in their social relations make efforts to explore the thoughts and intentions of others and are motivated to make hypotheses about the mental state of the other person. We assumed that what is peculiar to Machiavellianism is spontaneous mentalization as a kind of motivation rather than mind–reading as an ability. To measure spontaneous mentalization, we created a set of image stimuli and asked our participants to describe their impressions of the pictures. The results show that individual differences in spontaneous mentalization correlate positively with the scores of Machiavellianism. These results suggest that those who have a stronger motivation for putting themselves into the mind of others can be more successful in misleading and exploiting them. Further research should be carried out to clarify how spontaneous mentalization and mind–reading ability relate to each other. Copyright © 2011 John Wiley & Sons, Ltd.

scholarly journals Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis

2021 ◽  
pp. 002221942199124
Author(s):  
Paul K. Steinle ◽  
Elizabeth Stevens ◽  
Sharon Vaughn
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Repeated Reading ◽  
Word Count ◽  
Fluent Reader ◽  
Positive Effects ◽  
Grade Levels ◽  
Fluency Intervention ◽  
Fluency And Comprehension ◽  
Connected Text

This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes, similar to trends observed in prior systematic reviews. Reading connected text with an equivalent word count to word counts of RR sessions did not result in increased reading fluency, a finding aligned with a prior synthesis. Few studies used a fluent reader as a model prior to RRs, despite previous support for modeling within fluency interventions.

scholarly journals Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

2015 ◽  
Vol 32 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Cathy Robson ◽  
Neville Blampied ◽  
Lawrence Walker
Keyword(s):  
Reading Fluency ◽  
Reading Ability ◽  
Cost Effective ◽  
Science Research ◽  
Social Contexts ◽  
Fluent Reader ◽  
Video Footage ◽  
Fluency And Comprehension ◽  
Post Test ◽  
The Individual

Being able to read at a fluent rate confers many advantages on an individual in both educational and wider social contexts throughout life. To be a fluent reader means that the individual can sustain high accuracy while reading at a rate appropriate to the material and the setting, and implies the development of automaticity in the cognitive processes involved in reading. Fluency has not, however, been the focus of much research. In this study, an observational learning technique — feedforward video self-modelling (FFVSM) — was used to improve children's reading fluency. Eleven primary (elementary) school children aged between 72 and 108 months, four girls and seven boys, viewed edited video footage of themselves seemingly reading a difficult text at a fluent rate six times over a 2-week period. Reading performance (accuracy, comprehension and rate) was measured at pre- and post-test using the Neale Analysis of Reading Ability, and fluency and comprehension scores were measured across the intervention period using the Science Research Associates Reading Laboratory (SRA) graded reading texts. The results showed that the majority of the children improved their reading fluency, comprehension and accuracy as well as reader self-perception (a proxy measure of self-efficacy). These positive results suggest that FFVSM could be a rapid, cost-effective intervention to be used within educational settings to promote fluent reading.

Repeated Reading versus Continuous Reading: Influences on Reading Fluency and Comprehension

2007 ◽  
Vol 74 (1) ◽  
pp. 31-46 ◽  
Author(s):  
Rollanda E. O'Connor ◽  
Annika White ◽  
H. Lee Swanson
Keyword(s):  
Learning Disabilities ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Repeated Reading ◽  
Reading Aloud ◽  
Control Group ◽  
Adult Listener ◽  
Treatment Conditions ◽  
Fluency And Comprehension ◽  
Practice Variations

In this research we evaluated two methods to improve the reading fluency of struggling readers. Poor readers in Grades 2 and 4 with ( n = 17) and without ( n = 20) learning disabilities were randomly assigned to one of two fluency practice variations or to a control group. Students in the treatments practiced reading aloud under repeated or continuous reading conditions with an adult listener in 15-min sessions, 3 days per week for 14 weeks. For students in the treatment conditions, growth curve analyses revealed significant differences in fluency and reading comprehension over students in the control. We found no significant differences between practice conditions.

Measuring Reading Anxiety in College Students

2021 ◽  
Author(s):  
Ashley Edwards ◽  
Mia Cristina Daucourt ◽  
Sara Ann Hart ◽  
Chris Schatschneider
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Reading Fluency ◽  
Reading Ability ◽  
Math Anxiety ◽  
Reading Anxiety ◽  
Graded Response ◽  
Reading For Pleasure ◽  
Affective Experiences ◽  
Quick Estimate

Extensive research has been conducted on math anxiety, yet research on reading anxiety is extremely limited, despite similar affective experiences being reported by readers. The goal of the present study was to create a brief reliable scale for measuring reading anxiety in college students, a time when reading demands are particularly high. Results revealed individual differences in reading anxiety levels in a sample of 402 university students, showing reliable measurements from a 10 item scale. These individual differences were also shown to relate to reading fluency, reading self-concept, self-perception of reading ability compared to others, reading enjoyment, and reading for pleasure frequency. Furthermore, group differences in reading anxiety were observed between students with and without a known learning disability. How well each of the 10 items differentiated levels of reading anxiety were explored using a graded response model. The last item, which simply asked participants whether they had reading anxiety provided the most information to differentiate between those with medium and high amounts of reading anxiety. This item also correlated well with the total score suggesting this item may be a useful quick estimate of reading anxiety in college students.

scholarly journals Psychometric Properties of Maze Tasks in Middle School Students

2011 ◽  
Vol 37 (3) ◽  
pp. 131-146 ◽  
Author(s):  
Tammy D. Tolar ◽  
Amy E. Barth ◽  
David J. Francis ◽  
Jack M. Fletcher ◽  
Karla K. Stuebing ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Psychometric Properties ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Progress Monitoring ◽  
Practice Effects ◽  
Maze Performance ◽  
School Students ◽  
Fluency And Comprehension

Maze tasks have appealing properties as progress-monitoring tools, but there is a need for a thorough examination of the psychometric properties of Maze tasks among middle school students. We evaluated form effects, reliability, validity, and practice effects of Maze among students in Grades 6 through 8. We administered the same (familiar) and novel Maze passages for progress monitoring of a reading intervention among typical readers ( n = 588), struggling readers receiving researcher-provided intervention ( n = 471), and struggling readers not receiving intervention ( n = 284). Form effects accounted for significant variance in Maze performance. Familiar passages had greater test–retest reliability than novel passages. Both administrative conditions had similar, moderate correlations (validity coefficients) with other measures of reading fluency and comprehension. There were also significant practice effects. Students who read the same passage showed steeper slopes in Maze performance than students who read different passages over time. Practice effects were influenced by beginning levels of reading comprehension and by intervention status.

Phrase-Reading Mediates Between Words and Syntax in Struggling Adolescent Readers

2019 ◽  
Vol 41 (3) ◽  
pp. 162-175 ◽  
Author(s):  
Patsy Nomvete ◽  
Susan R. Easterbrooks
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Ability ◽  
Reading Rate ◽  
Hierarchical Regression ◽  
Syntactic Awareness ◽  
Adolescent Readers ◽  
Struggling Adolescent Readers ◽  
Positive Significant Correlation ◽  
Passage Reading

The components involved in adolescent reading are complex and not clearly understood in struggling readers. Phrase reading, a language skill associated with prosodic understanding of syntactic phrases, has received little attention. We studied 70 adolescent readers including delayed readers to answer the following questions: (a) Do phrase-reading ability, syntactic awareness, passage-reading rate, and reading comprehension have a positive, significant correlation; (b) Do language-related variables (i.e., phrasing ability, syntactic awareness) account for more of the variance in comprehension than passage-reading rate; (c) Does phrase-reading ability, as measured by phrase-level prosody, provide a mechanism for, or at least partially mediate, how passage-reading rate and syntactic awareness affect reading comprehension? Data were analyzed using hierarchical regression and mediation regression. All answers were affirmative suggesting that researchers studying adolescent struggling readers should investigate prosodic phrasing-reading ability as a tool for improving reading comprehension.

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