Effect of Direct Instruction Programs on Teaching Reading Comprehension to Students with Learning Disabilities PDF Download
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Author: Jennifer Parker
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 109
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Book Description
The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the reading comprehension achievement of students who participated in SRA Reading Mastery Signature and students who participated in SRA Reading Success using the reading portion of the Measures of Academic Progress (MAP) assessment. The treatment groups were located in a moderate size school district in the Upstate region of South Carolina. After a 10-week intervention period, post test scores from the literary text subtest, informational text subtest, and vocabulary development subtest of the reading portion of the Measure of Academic Progress assessment were compared using three separate ANCOVA. The pretest scores served as the covariate. There were no significant differences found between the two treatment groups. Practical and methodological implications and limitations are discussed and recommendations for future research are included.
Author: Jennifer Parker
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 109
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Book Description
The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the reading comprehension achievement of students who participated in SRA Reading Mastery Signature and students who participated in SRA Reading Success using the reading portion of the Measures of Academic Progress (MAP) assessment. The treatment groups were located in a moderate size school district in the Upstate region of South Carolina. After a 10-week intervention period, post test scores from the literary text subtest, informational text subtest, and vocabulary development subtest of the reading portion of the Measure of Academic Progress assessment were compared using three separate ANCOVA. The pretest scores served as the covariate. There were no significant differences found between the two treatment groups. Practical and methodological implications and limitations are discussed and recommendations for future research are included.
Author: Douglas Carnine
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 440
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Book Description
Should say and do as well as the expected responses from children. A useful reference book for any educator or administrator who needs to understand the latest approaches for teaching reading skills as well as the relationships among those various skills.
Author: Mary Cathleen Gardill
Publisher:
ISBN:
Category : Learning disabled teenagers
Languages : en
Pages : 238
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Book Description
The purpose of this study was to investigate the effects of advanced story map instruction on the reading comprehension performance of 6 middle school students with learning disabilities. A multiple baseline design across paired students was used. Narrative stories from basal reading programs employed in the participants' school district were selected for use during the baseline and instructional sessions, whereas the story for the generalization probe was derived from a basal program not used in the school. Dependent measures included story grammar questions, basal comprehension questions, story retells, and a consumer satisfaction questionnaire. The study began with a baseline condition in which students received traditional basal instruction and comprehension performance was assessed. During the intervention phase, instruction entailed teaching students to complete advanced story map note sheets using direct instruction. A model-lead-independent practice paradigm was used. Over subsequent phases the amount of teacher support was faded. Finally, generalization and maintenance of learned skills were assessed. The results indicated that the intervention was successful in increasing their reading comprehension scores. All six students increased their performance from the baseline condition to the independent phase condition of the intervention on story grammar and basal comprehension probes. For the majority of students, generalization and maintenance were also evident on the story grammar probes following the intervention. Although, in general, no quantitative differences were found between students' pre and post-intervention retells, the quality of students' post-intervention retells increased in terms of the number of story grammar elements present. Furthermore, the consumer satisfaction questionnaire yielded positive responses from all students. The results were discussed in terms of their implications in teaching reading comprehension.
Author: Joseph Murphy
Publisher: Corwin Press
ISBN: 1483362930
Category : Education
Languages : en
Pages : 265
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Book Description
This groundbreaking text compiles 20 years of research to prove the link between effective literacy programs and the crucial role administrators play in developing successful literacy instruction.
Author: Siegfried Engelmann
Publisher:
ISBN:
Category : English language
Languages : en
Pages :
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Book Description
Author: Amanda Ann Pribek
Publisher:
ISBN:
Category : Direct instruction
Languages : en
Pages : 70
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Book Description
This study used a time series analysis design, with visual and t-test analysis to determine the effect beg Direct Instruction (DI) and little direct instruction (di) has on the decoding skills of students with specific learning disabilities in a resource environment. Three students, two third graders and one fourth grader participated in this study. Two students were taught words using big DI decoding program and the other student was taught words using teacher-designed lessons using little di. A curriculum based measurement (CBM) word list was used to document baseline, and was administered at the students' grade-appropriate level after each lesson, and during the generalization phase to document each participant's growth. Results from the CBM data show that big DI and little di are both an effective intervention for teaching decoding skills to learning disability students.
Author: Jean Stockard
Publisher: Rowman & Littlefield
ISBN: 1498588476
Category : Education
Languages : en
Pages : 311
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Book Description
Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers.
Author: Heather Dulas
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
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Book Description
The research question addressed was, how does direct teaching of inferential reading strategies impact students' ability to use these skills when reading independently? The motivating factor for this capstone was the challenge students faced in the classroom and on standardized tests when expected to answer inferential comprehension questions after reading; although students were able to demonstrate literal comprehension, they continued to struggle with inferential comprehension tasks. Based on Tovani (2000, 2004) and Beers' (2003) research, the author selected two inferential reading comprehension strategies to explicitly teach ninth and tenth grade students with learning disabilities. Methods of instruction are documented and related literature explored to validate the study. The author describes both success and challenges in implementing the strategies and concludes: 1) explicit strategy instruction is valuable when teaching students with learning disabilities; 2) students with disabilities may not immediately generalize strategies used in the classroom when working independently.
Author: P. David Pearson
Publisher: Holt McDougal
ISBN:
Category : Education
Languages : en
Pages : 264
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Book Description
Author: Richard J. Morris
Publisher: Routledge
ISBN: 1135925143
Category : Education
Languages : en
Pages : 436
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Book Description
This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
