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1.
Qingli Lei Rose A. Mason Yan Ping Xin John L. Davis Marie David Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217
This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects. 相似文献
2.
Genesis D. Arizmendi Jui‐Teng Li M. Lee Van Horn Stefania D. Petcu H. Lee Swanson 《Learning disabilities research & practice》2021,36(1):56-75
This meta‐analysis synthesized research on math performance outcomes for English learners (EL) as a function of language‐focused (math vocabulary) interventions. We included group and single‐subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single‐subject). Group studies yielded a mean Hedges’ g of 0.26 in favor of the interventions relative to the control conditions, whereas single‐subject studies yielded a mean Percentage of Non‐Overlapping Data of 81.01% and Phi coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single‐subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one‐to‐one instruction. The implications for practice and future research are discussed. 相似文献
3.
Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading outcomes. This study synthesized available validity evidence for ORF with biliterates. All included studies (n = 31) were conducted with English language learners in grades K–8. Results suggested that although ORF is correlated with reading outcomes, the accuracy of ORF to identify English learners at risk of poor reading outcomes does not meet criteria. The strength of validity evidence differed by language proficiency of participants. Finally, the quality of the reviewed studies was low in critical areas. 相似文献
4.
John William McKenna Mikyung Shin Michael Solis Min Mize Kathleen Pfannenstiel 《Psychology in the schools》2019,56(4):608-629
This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed. 相似文献
5.
Reading fluency is a critical yet commonly neglected component of early reading instruction. For the large percentage of English language learners (ELLs) who are struggling with or at risk for reading difficulties, there is insufficient research available to help educators implement time‐efficient interventions with these students. Using an experimental design common in field‐based research, the purpose of this study was to evaluate the differential effects of a one‐on‐one (1/1) and small‐group (SG) reading fluency intervention, both implemented with Spanish‐speaking ELLs. Using three forms of data‐analytic strategies (visual analysis, standard error of measurement, and randomization tests), results showed that nearly all students benefitted from the 1/1 intervention, and two students clearly benefitted from the SG intervention. Standardized reading assessments also demonstrated the positive impact of students receiving the interventions. Implications of these findings are primarily discussed with respect to school‐based practice. © 2011 Wiley Periodicals, Inc. 相似文献
6.
Michael Gerber Terese Jimenez Jill Leafstedt Jessica Villaruz Catherine Richards Judy English 《Learning disabilities research & practice》2004,19(4):239-251
In this article we report small, but statistically significant, effects of brief supplemental instruction on English reading by Spanish‐speaking kindergartners (N = 37) who performed poorly on a bilingual battery of phonological‐processing tasks. Intervention design was compatible with the Reading First initiative and with research on use of multitiered intervention strategies for preventing reading failure among young monolingual students (e.g., L. S. Fuchs & Vaughn, 2003). We describe a Core Intervention Model (CIM) comprised of specific instructional behaviors that teachers might easily learn and employ regardless of curriculum, and discuss implications of our findings for building multitiered preventative instruction for young English learners. 相似文献
7.
《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
8.
Feng Teng 《Literacy》2020,54(1):29-39
This paper presents a small‐scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty‐five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process‐based reading lessons. Data were collected from notes learners took during reading, post‐reading reflection reports, teacher‐facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy. 相似文献
9.
《Learning disabilities research & practice》2017,32(2):99-111
This research replicates an earlier study and extends it by shifting instructional responsibility from researchers to special education teachers, who implemented reading instruction that included multisyllabic word decoding, academic vocabulary, and three comprehension strategies (generating main ideas, comparing and contrasting people and events, and identifying cause and effect relations) with their intact eighth grade history classes, using history text as the reading material. Participants included 73 eighth grade students with disabilities (77 percent with learning disabilities, 72 percent males, and 45 percent English language learners) and four teachers. Compared to students with disabilities in typical special education history classes, students in the treatment outperformed controls on researcher‐developed measures of word‐ and text‐level reading comprehension, as well as in the history content that students in both conditions studied. Across reading strategies, implementation of “nearly all lesson components” ranged from 72 percent to 83 percent. 相似文献
10.
This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish‐speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three instructional interventions that differed in the relative amount of time used for instructing the word‐ and text‐level targeted skills. Specifically, the two experimental intervention groups received different doses of LC relative to PA instruction, creating a LC Concentration group and a PA Concentration group. The treatment control group received only PA and alphabet knowledge instruction (word‐level skills). Results indicated that both at‐risk and not‐at‐risk ELLs in the LC Concentration group outperformed students in the other groups on almost all measures, including PA skills, despite minimal amounts of instructional time‐targeting word‐level skills. These data extend the existing literature by lending empirical support to the use of a LC component in early reading interventions for young ELL. 相似文献
11.
Michael Solis Paulina Kulesz Kelly Williams 《Learning disabilities research & practice》2023,38(1):26-39
This investigation examined the impact of preintervention word-reading ability on reading comprehension outcomes for ninth graders with learning disabilities, reading difficulties, and English learners in treatment and comparison conditions. Secondary data analyses were conducted for two separate but related experimental studies of intensive reading interventions. Both studies provided yearlong intensive reading interventions to ninth graders. The study included replication of a post hoc analysis employed in a previous study of ninth graders who also received 1 year of intervention. Results from both studies demonstrated that the effects of treatment were not moderated by decoding level for reading comprehension. Statistically significant effects of verbal ability were found. These findings suggest the effectiveness of intervention and that higher verbal skills improve students’ comprehension, though the effects were more pronounced for Study One than Study Two. 相似文献
12.
The purpose of this article is to review published studies of the English literacy of children in Canada who are English language learners (ELLs) with the goal of understanding the reading development of ELLs and characteristics of reading disabilities (RD) in this population. Phonological processing, syntactic awareness, and working memory of ELLs with and without RD were compared to that of native English‐speaking (L1) students with and without RD. Our review found that ELLs with RD experienced reading difficulties similar to those of L1 students with RD. On the basis of the evidence, ELLs are not at greater risk for RD than their native English‐speaking peers. We propose that the diagnosis of a reading disability can be made in a similar manner in both ELL and L1 students. 相似文献
13.
Sharon Vaughn Patricia G. Mathes Sylvia Linan‐Thompson David J. Francis 《Learning disabilities research & practice》2005,20(1):58-67
The purpose of this article is to describe features of interventions that are empirically validated for use with first‐grade students at risk for reading disabilities who are English language learners (ELLs) and whose home language is Spanish. The empirical evidence supporting these interventions is summarized. Interventions for improving oral language and reading abilities with struggling readers who are ELLs taught in either Spanish or English are described as a means to assist school districts and teachers in defining and implementing effective interventions for ELLs at risk for reading difficulties. The interventions described may be useful to educators seeking information about Response to Intervention as a means of identifying ELLs who require services for learning disabilities. 相似文献
14.
Rollanda E. O'Connor Kathleen M. Bocian Kristen D. Beach Victoria Sanchez Lindsay J. Flynn 《Learning disabilities research & practice》2013,28(3):98-112
This 4‐year longitudinal research was designed to study special education determinations of students who participated in Tier 2 intervention in a Response to Intervention (RtI) model focused on reading across Grades 1–4. We compared identification rates for learning disabilities (LD) and student characteristics of 381 students the year prior to implementation with 377 students in the RtI environment. Across schools, 38–60 percent of students were English language learners (ELL). Key outcomes by Grade 4 for students with LD who had participated in a model of RtI were relatively greater reading impairment with effect sizes ranging from 0.64 to 0.82, and more equitable representation across ELL and native English speakers than in the cohort prior to RtI implementation. Notably, one‐third of the students identified for special services as LD in these schools were not identified until 4th grade. 相似文献
15.
This meta‐analysis synthesized 26 published single‐case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school‐wide positive behavioral interventions and supports. We used Tau‐U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check‐in/Check‐out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research. 相似文献
16.
Colby Hall Garrett J. Roberts Eunsoo Cho Lisa V. McCulley Megan Carroll Sharon Vaughn 《Educational Psychology Review》2017,29(4):763-794
This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades. 相似文献
17.
Eileen G. Merritt Natalia Palacios Holland Banse Sara E. Rimm-Kaufman Micela Leis 《The Journal of educational research》2017,110(1):17-31
Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered “highly effective teachers” in classrooms with a majority of students who were English learners. We used quantitative data to select two fifth-grade classrooms where students, on average, made large gains on a mathematics achievement test, and then examined teaching practices and contextual factors present in each classroom. Participants included two teachers from a mid-Atlantic district and their students who were 67% English learners and 68% economically disadvantaged. We found that the use of multiple representations of mathematics concepts, attention to vocabulary building, individual and group checks for understanding and error analysis were prevalent practices in both high gains classrooms. Also, class sizes ranged from 12–19 students. Discussion focuses on whether observed practices are aligned with recommended teaching practices for English learner students. 相似文献
18.
The objective was to examine the impact of different types of accommodations on performance in content tests such as mathematics. The meta‐analysis included 14 U.S. studies that randomly assigned school‐aged English language learners (ELLs) to test accommodation versus control conditions or used repeated measures in counter‐balanced order. Individual effect sizes (Glass's d) were calculated for 50 groups of ELLs and 32 groups of non‐ELLs. Individual effect sizes for English language and native language accommodations were classified into groups according to type of accommodation and timing conditions. Means and standard errors were calculated for each category. The findings suggest that accommodations that require extra printed materials need generous time limits for both the accommodated and unaccommodated groups to ensure that they are effective, equivalent in scale to the original test, and therefore more valid owing to reduced construct‐irrelevant variance. Computer‐administered glossaries were effective even when time limits were restricted. Although the Plain English accommodation had very small average effect sizes, inspection of individual effect sizes suggests that it may be much more effective for ELLs at intermediate levels of English language proficiency. For Spanish‐speaking students with low proficiency in English, the Spanish test version had the highest individual effect size (+1.45). 相似文献
19.
Matthew K. Burns Amy Frederick Lori Helman Sandra M. Pulles Jennifer J. McComas Lisa Aguilar 《The Journal of educational research》2017,110(6):581-588
Many English language learners (ELLs) experience difficulties with basic English reading due in part to low language proficiency. The authors examined the relationship between English language proficiency and growth during reading interventions for ELLs. A total of 201 second- and third-grade students with a variety of home languages participated. The students were identified as needing a targeted intervention, because scores on the fall oral reading fluency screening measure fell below the benchmark criterion. Thus, all participating students received reading interventions approximately four times each week throughout the school year. Results indicated that those students identified in the lowest English proficiency stage on the Assessing Comprehension and Communication in English State-to-State (ACCESS) made the highest growth as indicated in the spring benchmark assessment, and the ACCESS score added negligible variance beyond baseline reading skills. Implications for practice and research are discussed. 相似文献
20.
Background
A cost‐effective method to address reading delays is to use computer‐assisted learning, but these techniques are not always effective.Methods
We evaluated a commercially available computer system that uses visual mnemonics, in a randomised controlled trial with 78 English‐speaking children (mean age 7 years) who their schools identified as needing reading support. School‐based individual tutorials usually took place 2–3 times/week. Only the experimental group received the intervention in the first 10 months; thereafter, both the experimental and control groups received the intervention for 6 months.Results
After 10 months, the experimental group had significantly higher standardised scores than the waiting list control group of decoding, phonological awareness, naming speed, phonological short‐term memory and executive loaded working memory.Conclusions
The computer‐assisted intervention was effective, and this suggests that this medium can be used for reading interventions with English‐speaking children. What is already known about this topic- There are comparatively few randomised controlled trial evaluations of computer‐based reading interventions.
- Meta‐analyses report small positive effect sizes for such interventions with English‐speaking children.
- The use of visual mnemonics to improve reading has rarely been investigated.
- The findings suggest that computer‐based interventions for English‐speaking, struggling readers can be effective.
- The effects extended beyond the targeted abilities, and a longer intervention was more effective than a shorter one.
- Apart from spelling, the mean reading and reading related standardised scores for children at the end of the intervention were above or just below 100.
- Computer‐based interventions can be used to support English‐speaking, struggling readers, and their effects can go beyond targeted abilities.
- The use of visual mnemonics and the development of the intervention programme over a number of years could have contributed to this success.
- The role of visual mnemonics as a help for struggling readers deserves further investigation.