The Effects of Direct Instruction on the Reading Ability of Special Education Students PDF Download
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Author: Pamela R. Barber
Publisher:
ISBN:
Category : Learning disablied students
Languages : en
Pages : 118
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Book Description
Author: Pamela R. Barber
Publisher:
ISBN:
Category : Learning disablied students
Languages : en
Pages : 118
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Book Description
Author: M. David Rowe
Publisher:
ISBN:
Category :
Languages : en
Pages : 107
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Book Description
Author: Sheri Berkeley
Publisher: Routledge
ISBN: 1351137832
Category : Education
Languages : en
Pages : 347
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Book Description
Reading Fundamentals for Students with Learning Difficulties is a foundational resource on reading instruction for students with learning difficulties. This comprehensive, practical textbook provides fundamental information related to typical and atypical reading development, reading instruction within K-12 classrooms, and how to identify reading problems and provide interventions to a wide range of students who struggle to learn. Throughout the text, cutting edge research on reading instruction for students with learning disabilities and English Learners is translated to practice, making it accessible to even the most novice teachers. Each section concludes with application activities, including self-tests and discussion prompts, to reinforce learning.
Author: Rachel B. Storey
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 73
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Book Description
This study focused on improving the reading comprehension levels of high school special education students through direct instruction of academic level vocabulary. This study was designed for eight special education students, attending a Midwestern public school who were considered special education. The intervention was conducted over a two week period for twenty five minute every other day using a vocabulary graphic organizer. Data measured the students' ability to answer implicit and explicit questions about text with and without look backs to the text. The students did not demonstrate a significant gain in reading comprehension skills after the vocabulary intervention.
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: 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: Siegfried Engelmann
Publisher:
ISBN:
Category : English language
Languages : en
Pages :
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Book Description
Author: Siegfried Engelmann
Publisher: Educational Technology
ISBN: 9780877781424
Category : Education
Languages : en
Pages : 136
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Book Description
Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 0470757639
Category : Psychology
Languages : en
Pages : 680
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Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
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.
