共查询到20条相似文献，搜索用时 62 毫秒
1.
Patricia F. Vadasy Elizabeth A. Sanders Robert D. Abbott 《Scientific Studies of Reading》2013,17(1):51-89
This study examined the long-term growth of reading skills following 1 year of supplemental 1st-grade code-oriented intervention provided by paraeducators. A group of 79 1st graders with reading skills averaging in the lowest quartile received explicit alphabetic and decoding instruction and were assessed postintervention and at 1-year intervals through the end of 3rd grade. Growth model results indicate that students continued to benefit from 1st-grade intervention through the end of 3rd grade, with average performance near 50th percentile on decoding and reading fluency, near 40th percentile on word reading and comprehension, and near 30th percentile on spelling. Without exception, both receptive language and rapid automatized naming uniquely predicted 3rd-grade outcomes. Of the students remaining in study in fall of 2nd grade, a subgroup selected by their teachers received additional supplemental instruction. Students referred for added intervention continued to perform significantly lower than those more readily remediated with 1st-grade intervention alone. 相似文献
2.
Three students with severe reading disabilities participated in a 3‐year intervention provided by trained tutors from first grade through third grade (175–231 hours). All three students demonstrated very low response to initial levels of intervention and were provided adjusted intensive intervention in an attempt to remedy their low response to instruction. Findings revealed that two of the three students realized limited growth and did not accelerate progress toward reducing the gap between their performance and the expected grade level performance. One student accelerated growth considerably during third grade and made accelerated progress toward grade level expectations. Information on intervention implementation and student progress as well as implications for practice and further research are discussed. 相似文献
3.
Jennifer A. Mautone George J. DuPaul Asha K. Jitendra Katy E. Tresco Rosemary Vile Junod Robert J. Volpe 《Psychology in the schools》2009,46(10):919-931
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data‐based academic intervention (IDAI) and traditional data‐based academic intervention (TDAI). Participants included 83 first‐ through fourth‐grade students who met research criteria for Attention‐Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data‐driven consultation (IDAI) or generic, menu‐based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed. © 2009 Wiley Periodicals, Inc. 相似文献
4.
Paige C. Pullen Elizabeth D. Tuckwiller Timothy R. Konold Katrina L. Maynard Michael D. Coyne 《Learning disabilities research & practice》2010,25(3):110-123
Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi‐experimental posttest‐only study that examines the feasibility and effectiveness of the model for first‐grade students. Participants were 224 first‐grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided. 相似文献
5.
The K‐5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to proficiency for all students, including those who struggle with literacy. Students with learning disabilities, who often have significant literacy difficulties, may face particular challenges when their instruction is framed by these standards. This article unpacks the complex K‐5 reading standards and provides a discussion of the implications for students with learning disabilities and their general and special education teachers. Examples from K‐5 lessons and recommendations for teachers and researchers are provided. 相似文献
6.
《Scientific Studies of Reading》2013,17(3):207-229
An achievement goal framework was used to examine changes in students' motivation for reading and writing in the late elementary years and to evaluate a classroom intervention project. The longitudinal study involved 431 students in Grades 3 to 5. Results showed significant declines in task-mastery and performance goals within the school year and across grade levels. There were few sex differences in students' goals for reading and writing. The intervention project included 8 teachers and 187 students in Grade 3. This study showed how various instructional modifications can influence students' achievement goals, perceived competence, and strategy use in reading and writing. As teachers provided more opportunities for students to complete challenging, collaborative, and multiday assignments, students became less focused on performance goals, and low-achieving students reported less work avoidance. The educational implications of this research are discussed. 相似文献
7.
Victoria M. Sanchez Rollanda E. O'Connor 《Learning disabilities research & practice》2015,30(4):171-181
Tier 3 interventions are necessary for improving the reading performance of students who fail to respond adequately to Tier 1 general education instruction and Tier 2 supplemental reading intervention. In this pilot study, we identified 8 students in 3rd and 4th grade who had demonstrated slow response to Tier 2 reading interventions for three years. Students participated in a researcher‐developed Tier 3 intervention for 8 weeks that focused on skill development in word analysis, word identification, and reading rate. In the 6 months prior to Tier 3, students were making minimal growth in reading; however, during Tier 3, the 8 students demonstrated strong growth on measures of word identification and reading rate. Although results are promising for poor readers who are difficult to remediate, several aspects of the Tier 3 intervention need further testing. 相似文献
8.
Emily J. Solari Carolyn A. Denton Yaacov Petscher Christa Haring 《Journal of research on educational effectiveness》2018,11(2):163-191
This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading, comprehension, and text reading. First-grade teachers (n = 21), with 4–5 students at risk for reading difficulties and potential reading disability were randomly assigned to treatment or typical practice comparison conditions. Significant group differences were detected on all measures of word reading, decoding, and fluency. Effect sizes were educationally important for all measures of word reading, decoding, and reading comprehension; however, effects on standardized measures were smaller than those in prior studies with similar students in which intervention was typically provided outside the regular classroom. An exploratory analysis indicated that students at different parts of the pretest and posttest distributions responded more and less positively to the intervention, providing insights that may help guide future revisions. The study provides preliminary evidence of the intervention's promise for positively impacting student outcomes. 相似文献
9.
This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letter-word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure. 相似文献
10.
Research Findings: In the United States a shift has occurred in how children are identified for long-term special education services. Since 2004, U.S. funding for special education services has included a provision for early intervention services, focusing on the importance of providing supplemental instructional opportunities to students who are not successful in learning from the core classroom instruction. Commonly referred to as response to intervention, this model involves educators monitoring how well students respond to intervention instruction, with referral for special education services for those who make little progress. Practice or Policy: In this article, we propose that intervention instruction should be responsive to the learner as well as focus on how well the learner responds to the intervention. Given that contextual circumstances, including instructional experiences, impact the child's literacy achievement, providing intervention instruction that is contingent upon each child's literacy strengths and needs is the best way to ensure each child's successful response to intervention instruction. As an example of an intervention using responsive instruction, this article describes different instructional approaches provided by Reading Recovery teachers with 3 children who were initially the lowest readers and writers in their classes. All 3 children were able to progress to on-grade-level reading and writing proficiency as a result of the intervention. 相似文献
11.
This study investigated the effectiveness of a southern state??s department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state??s high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science. 相似文献
12.
Teachers and school psychologists are often involved in designing classroom behavioral interventions. Functional behavioral assessment, mandated under certain circumstances by IDEA (1997), is considered a best practices approach in designing behavioral interventions. A functional assessment can result in an intervention tailored to a specific student's needs. The purpose of this study was to determine whether teachers considered the function of a behavior when determining a classroom intervention. A sample of 209 Kentucky teachers were given scenarios of students exhibiting problematic behaviors. Information was provided so that the function of the behavior was apparent. The results found that few teachers considered the behavioral function when deciding upon an intervention. Few differences were found between regular and special education teachers. Implications for school psychologists are discussed. © 2000 John Wiley & Sons, Inc. 相似文献
13.
Mary E. Little D’Ann Rawlinson Deborah C. Simmons Minjung Kim Oi‐man Kwok Shanna Hagan‐Burke Leslie E. Simmons Melissa Fogarty Eric Oslund Michael D. Coyne 《Learning disabilities research & practice》2012,27(4):189-202
This study compared the effects of Tier 2 reading interventions that operated in response‐to‐intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response to student performance or (b) their schools’ typical supplemental reading intervention (regrouping and curriculum pacing adjustments). In both conditions, intervention was provided 30 minutes per day in small groups for approximately 100 sessions. Results indicated no statistically significant group differences on any outcome measures. Between‐group effect sizes revealed substantively important differences (Valentine & Cooper, 2003) favoring the ERI responsive condition on multiple measures with effect sizes ranging from .35 to .59. Overall, findings indicated that the majority of students in both Tier 2 intervention conditions performed above the 30th percentile on posttest measures of word reading measures. 相似文献
14.
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students. 相似文献
15.
Marjatta Takala 《Scandinavian Journal of Educational Research》2013,57(5):559-576
Reading comprehension of fourth and sixth graders was promoted with reciprocal teaching in three mainstream classes, and three special classes for pupils with specific language impairment (SLI). Four cognitive strategies were used to enhance these pupils' reading comprehension skills. Six coordinated, 5‐week interventions were held during regular class sessions in the spring and autumn terms of 2003. These interventions, which varied in length from 10 to 15 lessons, were given to all students attending fourth‐grade and sixth‐grade science classes in general science and sixth‐grade history lessons. A control group/experiment group design was used. According to pre‐, post‐ and retention tests the intervention proved to be beneficial, especially to the mainstream fourth‐grade class. Some positive development could also be noticed in the SLI groups. The results of children improved mostly in expert‐designed tests on reading comprehension. According to the interviews, children and teachers were pleased to have had the opportunity to participate in the interventions and to learn a new method of improving reading comprehension. 相似文献
16.
This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15. 相似文献
17.
《Journal of research on educational effectiveness》2013,6(3):179-214
Abstract We provide data 3 to 4 years postintervention for four samples of English language learners from two sequential Grade 1 cohorts who received supplemental Grade 1 reading interventions in Spanish or English and for whom the language of instruction for intervention was matched with language of core reading instruction. Participants were 300 students at risk for reading difficulties who were randomly assigned to intervention or comparison groups; there were 186 students from the four samples assessed in both languages (Spanish, English) 3 or 4 years after intervention completion (Spring Grade 4 or 5). Findings from the Spanish study revealed few statistically significant differences in favor of intervention students on Spanish measures, although effect sizes generally favored this group (median d = +0.33). Findings from the English study also revealed few statistically significant differences in favor of intervention students, though again, effect sizes were positive (median d = +0.23). Transfer effects were generally small, though nearly all were positive. Although the effects were small, receipt of intervention in Grade 1 was associated with clinically significant gains in a variety of literacy-related domains 3 to 4 years after the termination of supplemental instruction. 相似文献
18.
The Effects of an Intensive Reading Intervention for Ninth Graders with very Low Reading Comprehension 
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下载免费PDF全文 Michael Solís Sharon Vaughn Nancy Scammacca 《Learning disabilities research & practice》2015,30(3):104-113
This experimental study examined the efficacy of a multicomponent reading intervention compared to a control condition on the reading comprehension of adolescent students with low reading comprehension (more than 1½ standard deviations below normative sample). Ninth‐grade students were randomly assigned to treatment (n = 25) and comparison (n = 19). Reading teachers provided instruction for 90‐min, five times every two weeks for approximately 80 sessions. Treatment effects for each outcome measure were estimated using repeated measure of analysis of covariance for measures of reading comprehension and fluency. Results indicate no statistically significant differences between treatment and comparison conditions. Repeated‐measures analyses of variance between students with lower and higher decoding skills indicated a statistically significant interaction between treatment condition and decoding ability on the WJ‐III PC and Bridge‐IT, with large effect sizes (ηp2 .16 and .12, respectively), indicating that treatment was differentially beneficial for students with higher decoding skills. 相似文献
19.
Self‐management as a class‐wide intervention: An evaluation of the “Self & Match” system embedded within a dependent group contingency 下载免费PDF全文
下载免费PDF全文 Teachers are responsible for providing an education to students of all ability levels. Recent data suggest that roughly 95% of students with a disability are receiving some form of education in their general education setting. Individuals with disabilities tend to engage in higher levels of disruptive behaviors (e.g., talking out in class, noncompliance, throwing materials) than peers without disabilities. With an increase in the number of students with disabilities receiving some form of education in their general education setting, teachers may be spending more time managing disruptive behaviors and less time teaching. Research suggests a strong relationship between classroom‐management techniques and academic achievement. These data highlight the importance of classroom‐management interventions that promote the learning of all students in the classroom. Despite the importance of classroom‐management techniques, a lack of training, as well as the feasibility of the interventions may prevent the ultimate adoption and long‐term success of effective techniques. Self‐management is a potential solution, as self‐management techniques can be easily trained and implemented. 相似文献
20.
Successful students who are deaf in general education settings 总被引：1，自引：0，他引：1
The study identified successful students who were deaf and were receiving most of their educational services in general education settings, in order to examine factors contributing to their success. Teachers in a western state were asked to nominate students who were deaf who were in the upper elementary through high school grades and were receiving most of their educational services in general education classrooms. Qualitative procedures were used to gather information on 20 successful students who were deaf. Inquiry focused on observation of the students in general education settings and interviews to gather perceptions of (a) the successful students themselves, (b) deaf education teachers, educational interpreters, and paraprofessional note takers serving these students, (c) general education teachers working with these students, and (d) parents. The students' primary communication modes were closely divided between sign language and spoken English; communication mode did not seem to be a salient factor in success. Results of the interviews with each group, a summary of observations, and themes that emerged across groups are provided. 相似文献