The Effects of Direct Decoding Instruction on the Reading Comprehension of 4th Grade Struggling Readers in a Resource Services Program (RSP) Setting PDF Download
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Author: Stephanie Williams
Publisher:
ISBN:
Category : Direct instruction
Languages : en
Pages : 106
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Author: Stephanie Williams
Publisher:
ISBN:
Category : Direct instruction
Languages : en
Pages : 106
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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: Mary Holden
Publisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 112
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This study used pre-and post-assessment data to measure the effectiveness of small group instruction in decoding skills, shared readings, and repeated readings on the comprehension and fluency level of middle school students enrolled in special education. The participants in this study were selected due to their "below basic" or "far below basic" scores on the California Standards Test (CST) and/or a below grade level reading level. The research addressed the question, "Does direct instruction in decoding, repeated readings, and shared readings have an impact on the decoding abilities and comprehension of middle school students enrolled in special education?" The 16 participants were assessed before the intervention started and again after the 60-day intervention. The researcher used three assessments to collect data. The researcher compared the pre-and post-intervention data to determine a pre-and post-intervention learning rate for each student. The researcher was able to compare these rates to determine growth during the intervention. The data shows that 10 of the 16 participants made progress on their reading scores during the 60-day intervention. Some possible factors that may have impacted the learning rate of the participants were discussed. Key words: Literacy direct instruction, special education, reading fluency, middle school students
Author: Carolyn A. Denton
Publisher: Brookes Publishing Company
ISBN: 9781598572438
Category : Education
Languages : en
Pages : 0
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Book Description
Reading problems don't disappear when students enter middle school, recent studies show that nearly a quarter of today's eighth graders aren't able to read at a basic level. This book arms language arts teachers with lessons, strategies, and foundational kowledge they need to resolve older students' reading difficulties and increase their chances for academic success. Ideal for use with struggling readers in Grades 6 - 8, this book clearly lays out the fundamentals of effective teaching for adolescents with reading difficulties. Teachers will discover how to: select and administor assessments for comprehension, fluency, and word recognition; use assessment results to plan individualized instruction; apply research-supported instructional practices; develop flexible grouping systems; set manageable short-term learning goals with students; give appropriate and corrective feedback; monitor student progress over time; provide effective interventions within a school-wide Response to Intervention framework; and more. To help teachers incorporate evidence-based practices into their classroom instruction they'll get more than 20 complete, step-by-step sample lessons for strengthening adolescents' reading skills. Easy to adapt for use across any curriculum, the sample lessons provide explicit models of successful instruction, with suggested teacher scripts, checklist for planning instruction, key terms and objectives, strategies for guided and independent practice, tips on promoting generalization, and more.
Author: Eloise Denise Stewart
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 216
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Book Description
"With the growing number of students reading below grade level, the community must provide instruction to meet the needs of all learners. The Orton-Gillingham approach delivers instruction to struggling readers through the direct application of systematic, multisensory, synthetic phonics to their decoding skills. The purpose of this quasiexperimental study was to explore the effectiveness of using the Orton-Gillingham variant that delivers instructions through direct teaching with struggling readers. The study investigated whether first grade struggling readers, those who score below the 30th percentile, will make greater progress in decoding skills with phonics instruction that is based on a highly systematic and multisensory instructional approach than struggling readers using a traditional design. The experimental group received multisensory instructions through direct teaching of synthetic sequential phonics using Orton-Gillingham approach while a control group received phonics instruction using a traditional basal reading approach. Pretest and posttest scores on the Woodcock Reading Mastery Test measured progress on word attack and word identification. Data analyses using t-test results support that direct instruction using systematic, multisensory, synthetic phonics techniques significantly increased the decoding skills of readers. Implications for social change include change in teaching practice to enhance early literacy instruction and provide struggling readers who have not been successful in a traditional approach with an alternative program of phonics instruction."--Prelimimary page.
Author: Susan M. Syverud
Publisher:
ISBN:
Category :
Languages : en
Pages : 120
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Author: Marissa Jenette Filderman
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
One recommended way to intensify intervention, particularly for struggling readers with the most severe difficulties, is intervention intensification using student data—a process referred to as data-based individualization (DBI; Deno & Mirkin, 1977; National Center on Intensive Intervention [NCII], 2013). To date, there is a dearth of research on word reading interventions that target 4th and 5th grade students (Wanzek, Wexler, Vaughn, & Ciullo, 2010), as well as reading interventions that utilize DBI to intensify such interventions (Filderman, Toste, Didion, Peng, & Clemens, 2018). As such, this randomized controlled trial explored the use of DBI for 4th and 5th grade struggling readers within the context of a research-based multisyllabic word reading intervention (Toste, Capin, Vaughn, Roberts, & Kearns, 2017; Toste, Capin, Williams, Cho, & Vaughn, 2019). In addition to adding to the literature on this understudied population, I also evaluated whether the use of data to customize instruction at the beginning of intervention is enough to improve results of struggling readers, or whether additional adjustment using progress monitoring with explicit decision-making rules improves results above and beyond initial customization of intervention protocol. Accordingly, I compared two treatment conditions to a business-as-usual condition. One treatment condition received initial customization of intervention, with adjustments made to the amount of time students spent in each of the instructional components based on their initial decoding abilities. The second treatment condition received the same customization, but at the mid-point of the study, ongoing curriculum-based measurement and specific subskill mastery measurement was used to evaluate student response, with instruction individualized for students who demonstrated inadequate response. Results indicated that students in both treatment conditions outperformed the comparison condition on multisyllabic word reading, and that students in the DBI condition also outperformed comparison students on decoding. Both treatment conditions performed worse than the comparison on a test of sentence-level comprehension efficiency. I conclude with a discussion of the potential reasons for these findings, as well as implications and future directions for research and practice
Author: Kalee Bengtson
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 138
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Author: M. David Rowe
Publisher:
ISBN:
Category :
Languages : en
Pages : 107
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Author: Gaige J. Johnson
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 109
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Book Description
Struggling older readers often have difficulty with early decoding skills (Tolman, 2005; Toste, Williams, & Capin, 2017). If they are unable to master decoding, they may have difficulty with more complex skills, such as passage reading fluency. The current study extends research on reading fluency for older students by evaluating the combined effects of a phonics procedure and a fluency-building strategy on their reading fluency. Participants were older students with below grade level reading performance who had deficits in oral reading fluency and decoding. Dependent variables were the number of correctly sorted word patterns and the number of correct words per minute read in a passage and on a word list. During the intervention, a modified word sort procedure was used to train students to sort and read words containing the target word patterns. Following the initial word sort procedure, fluency building was employed by training word reading to a fluency criterion. Connected text passages were used to assess participants' fluency when reading passages that contained the word pattern. A multiple-probe design across responses was utilized to evaluate the effectiveness of the intervention on the decoding skills and oral reading fluency of participants.
