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1.
《Scientific Studies of Reading》2013,17(2):145-160
Grade 5 teachers, who were nominated by their supervisors as effective in educating their students to be readers and writers, responded to questionnaires about their practice. The teachers claimed commitments to (a) extensive reading at the heart of their reading instruction; (b) diverse instructional activities (e.g., whole-group instruction, small-group instruction, cooperative grouping, individual reading); (c) teaching of both word-level and higher order (e.g., comprehension, critical thinking) skills and processes; (d) development of student background knowledge; (e) student writing, including teaching of mechanics and higher order composition skills (e.g., planning, drafting, revising as a process); (f) extensive evaluation of literacy competencies using diverse assessments; (g) integration of literacy and content-area instruction; and (h) commitment to practices that promote student motivation for reading and writing. Excellent literacy instruction is a balanced articulation of many components, including whole language experiences and skills instruction. 相似文献
2.
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
3.
《Journal of Education for Students Placed at Risk》2013,18(2):197-200
This article reports the preliminary achievement outcomes of the first 4 years of direct instruction (DI) reading, implemented in 6 Baltimore elementary schools. On the primary measure of reading comprehension, members of the original kindergarten cohort were, on average, reading at grade level (49th percentile) by the end of 3rd grade. Members of the original 2nd-grade cohort were nearing grade level (40th percentile) by the end of 5th grade. However, students at control schools (where other curricula to improve reading achievement were being implemented) were achieving at the same level, so there were no significant differences between the outcomes for the 2 groups (controlling for demographics and pretest factors). Future research, based on a well-established implementation (rather than the problem-filled early years of implementation experienced by these 6 schools) might uncover significant effects that were not evident at the time this article was written. DI appears to be a viable option for raising student reading achievement, even if this study has not yet yielded evidence that DI performs significantly better than other reading curricula. The call for educators and policymakers to consider the results of research when selecting reform models for high poverty schools (e.g., Slavin &; Fashola, 1998) is heeded, at least occasionally. As Muriel Berkeley described elsewhere in this special issue, the search for a curriculum with a research-proven track record led members of the Baltimore Curriculum Project to select DI, even before it was identified as 1 of only 3 school reform models with strong evidence for improved student achievement by the American Institutes for Research report on schoolwide reform models (Herman et al., 1999). This article extends the circle by analyzing the first outcomes of an experiment that was motivated by previous research results. 相似文献
4.
Deborah K. Reed 《Learning disabilities research & practice》2008,23(1):36-49
This article synthesized the morphology intervention studies conducted in English with students in kindergarten through 12th grade between 1986 and 2006. Seven studies were identified as focusing primarily on morphology instruction, including roots and affixes, and measuring one or more reading‐related outcomes (e.g., word identification, spelling, vocabulary, reading comprehension). Of those studies meeting the criteria, three studies were focused on word identification, three were focused on vocabulary acquisition, and one was focused on spelling. Although there was a wide range in effect sizes computed for the various outcome measures (?.93 to 9.13), findings indicated that stronger effects were associated with root word instruction (as opposed to affixes alone) and with morphology instruction that targeted students' reading developmental level in an age of acquisition pattern. In addition, results suggested that morphology could successfully be combined with training in other skills without adding instructional time. 相似文献
5.
Lindsay J. Flynn Xinhua Zheng H. Lee Swanson 《Learning disabilities research & practice》2012,27(1):21-32
This article synthesizes the experimental literature on reading interventions for upper elementary and middle school students identified with reading disabilities on norm‐referenced reading measures. Ten studies (12 independent samples) yielded 70 effect sizes on norm‐referenced reading measures with an aggregated mean of 0.41 (SE= .04) in favor of the experimental condition. Moderate effect sizes emerged on norm‐referenced measures of word identification (M= 0.41), decoding (M= 0.43), and comprehension (M= 0.73) and low effect sizes for fluency (M=–.29). Intervention outcomes did not significantly vary as a function of the reading skills measured, type of reading instruction, and/or variations in sample characteristics. Studies yielding low and relatively moderate effect sizes shared a number of instructional components. Overall, the magnitude of the results for experimental reading intervention studies for students with reading disabilities in the middle school age range was small to moderate. Implications of the study were discussed. 相似文献
6.
Swanson HL 《Journal of learning disabilities》1999,32(6):504-532
The present article provides a meta-analysis of instructional research with samples of children and adolescents with learning disabilities in the domains of word recognition and reading comprehension. The results of the synthesis showed that a prototypical intervention study has an effect size (ES) of .59 for word recognition and .72 for reading comprehension. Four important findings emerged from the synthesis: (a) Effect sizes for measures of comprehension were higher when studies included derivatives of both cognitive and direct instruction, whereas effect sizes were higher for word recognition when studies included direct instruction; (b) effect sizes related to reading comprehension were more susceptible to methodological variation than studies of word recognition; (c) the magnitude of ES for word recognition studies was significantly related to samples defined by cutoff scores (IQ > 85 and reading < 25th percentile), whereas the magnitude of ES for reading comprehension studies was sensitive to discrepancies between IQ and reading when compared to competing definitional criteria; and (d) instructional components related to word segmentation did not enter significantly into a weighted least square hierarchical regression analysis for predicting ES estimates of word recognition beyond an instructional core model, whereas small-group interactive instruction and strategy cuing contributed significant variance beyond a core model to ES estimates of reading comprehension. Implications related to definition and instructional components that optimize the magnitude of outcomes are discussed. 相似文献
7.
Lori E. Skibbe Hope K. Gerde Tanya S. Wright Chelsea R. Samples-Steele 《Early Childhood Education Journal》2016,44(3):225-233
Commonly used early childhood curricula were examined to consider the degree to which they support research-based instruction for phonological awareness (PA) and phonics. A content analysis was completed for two types of curricula widely used in Head Start: overarching general curricula and lesson-based curricula, which usually provide more explicit teaching instructions. Both types of curriculum demonstrated the same pattern of findings; while all curricula included some content aligned with standards, programs differed greatly in the number of objectives and instructional strategies included for PA and phonics instruction. Overall, curricula were most likely to address earlier developing PA skills (e.g., rhyming, alliteration) with more limited attention to advanced skills that are closely linked with reading development (e.g., segmenting and blending of phonemes). Phonics instruction was not included often in any of the curricula studied, and opportunities for individualizing instruction were rare, particularly for children with special needs. Results suggest that instructional recommendations for PA and phonics in most of these commonly-used Head Start curricula, even those curricula which typically provide more explicit instruction for teachers, do not align with the instruction provided in effective intervention studies, and therefore may not be powerful enough to influence children’s reading trajectories. 相似文献
8.
Jiménez JE del Rosario Ortiz M Rodrigo M Hernández-Valle I Ramírez G Estévez A O'Shanahan I de la Luz Trabaue M 《Journal of learning disabilities》2003,36(1):34-47
This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes. 相似文献
9.
10.
Examining learning rates in the evaluation of academic interventions that target reading fluency 
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下载免费PDF全文 Benjamin G. Solomon Brian C. Poncy Devin J. Caravello Emily M. Schweiger 《Psychology in the schools》2018,55(2):151-164
The purpose of the current study is to determine whether single‐case intervention studies targeting reading fluency, ranked by traditional outcome metrics (i.e., effect sizes derived from phase differences), were discrepant with rankings based on instructional efficiency, including growth per session and minutes of instruction. Converging with prior findings, we found great variability in reported sessions and minutes of instruction across studies, as well as divergences in rankings based on outcome variables. These findings raise questions as to how literature syntheses on the topic of academic intervention are interpreted and how selection of evidence‐based intervention occurs. 相似文献
11.
Fostering Self‐Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research 下载免费PDF全文
下载免费PDF全文 Thirty years of intervention research on the effects of reading comprehension strategies for students with learning disabilities was reviewed in this quantitative synthesis. Specifically, researchers targeted studies that contained self‐regulated learning components. A systematic search yielded 18 studies from nine research journals that met specified inclusion criteria. Studies were evaluated for methodological quality and to identify types of instructional and self‐regulation components within interventions. Large effect sizes were found immediately after instruction and after a time delay, suggesting that instruction in reading comprehension strategies that contain self‐regulation components may have a long lasting impact on student performance. Implications for research and practice are discussed. 相似文献
12.
The United States’ National Institute for Literacy’s (NIFL) review of adult literacy instruction research recommended adult
education (AE) programs assess underlying reading abilities in order to plan appropriate instruction for low-literacy learners.
This study developed adult reading ability groups using measures from power tests and speeded tests of phonemic decoding,
word recognition, fluency, and comprehension. A multiple cluster analysis of these reading ability scores from 295 low-literacy
AE participants yielded seven reading ability groups. These groups are described in terms of instructional needs relevant
to an instructor’s planning and activities. 相似文献
13.
Daryl F. Mellard Emily E. Fall Kari L. Woods 《Learning disabilities research & practice》2013,28(2):70-80
Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of reading competence suggest that adult literacy instructors should emphasize fluency instruction to a greater or lesser degree depending on whether the major goal of instruction is academic reading (e.g., being able to comprehend a textbook) or functional reading (e.g., being able to fill out a job application). 相似文献
14.
Minyi Shih Dennis Emily Sharp Jacquelyn Chovanes Amanda Thomas Raquel M. Burns Beth Custer Junkoung Park 《Learning disabilities research & practice》2016,31(3):156-168
This article quantitatively summarizes experimental and quasi‐experimental studies on teaching students with mathematics difficulties (MD) published between 2000 and 2014, research that was available following earlier syntheses. It reports the analysis of effect sizes of 25 intervention studies on participant characteristics, intervention parameters, domains of mathematics interventions, and instructional approaches and components. Results indicate that several participant characteristics (e.g., grade level and level of mathematics difficulties) and intervention parameters (e.g., methodological soundness, intervention agent, and grouping) mediated the treatment effects. In addition, different types of instructional approaches and several instructional components contributed to the improvements in mathematics performance in students with MD. 相似文献
15.
This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided. 相似文献
16.
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
17.
Instructional components that positively influence performance of adolescents are identified based on a comprehensive meta‐analysis of intervention studies for students with learning disabilities. Explicit practice and advanced organization are basic instructional components in a number of successful intervention programs. The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged. First, 8 instructional factors (Questioning, Sequencing and Segmentation, Explicit Skill Modeling, Organization and Explicit Practice, Small‐Group Setting, Indirect‐Teacher Activities (e.g., homework), Technology, and Scaffolding) captured the majority of intervention programs for adolescents with LD. Second, only the organization/explicit factor contributed significant variance (16%) to effect size. This factor included only 2 instructional components: advanced organization and explicit practice. Finally, the single most important instructional component related to high effect sizes was explicit practice (treatment activities related to distributed review and practice, repeated practice, sequenced reviews, daily feedback, and/or weekly reviews). 相似文献
18.
Drawing from data use theory (i.e., a theory for making data-driven educational decisions), the present study sought to understand how frequency of standardized testing is related to student learning, mediated by reading instruction, after controlling for child-level (e.g., gender, race/ethnicity) and school-level covariates (e.g., private/public, proportion of students eligible for free lunch). Using data from the Early Childhood Longitudinal Study Kindergarten Cohort of 2010–2011, the sample included 12,241 children attending 1067 kindergartens in the U.S. findings from a multilevel structural equation mediation model suggest that the frequency of state/local standardized testing in kindergarten did not have a direct effect on reading achievement near the end of kindergarten, after controlling for covariates. However, the amount and type of reading instruction mediated the relationship between the frequency of testing and reading achievement, after controlling for covariates. The implications for policy and practice on the use of standardized tests in kindergarten are discussed. 相似文献
19.
Literacy instruction was observed in 6 fourth-grade and 4 fifth-grade classrooms over the course of 1 year. Using the method of constant comparison, commonalities among classrooms were identified in the areas of reading instruction, writing instruction, instructional materials, instructional goals, management, and classroom motivational orientation. Teachers in all classrooms provided a combination of authentic reading and writing experiences and explicit skills instruction. Dimensions of difference among classrooms were also identified with respect to the same set of instructional components. One important way that the classrooms differed was with respect to the methods and materials that each teacher considered to be the core of his or her pedagogy (e.g., one teacher's instruction centered on trade books and process writing, another's on cooperative exploration as part of theme-driven instruction). There were also some striking omissions noted in the instruction observed, including a lack of instruction in comprehension strategy and little or no instruction in self-regulation. In summary, contemporary fourth- and fifth-grade literacy instruction was found to be extremely complex, involving many teacher decisions about how it should proceed. The teachers described here managed this complexity by focusing on a particular set of instructional practices as the defining emphases around which their literacy programs were implemented. 相似文献
20.
Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results. This has led researchers to try other paradigms, such as the component model and response to intervention, for dealing with children with reading disabilities. The component model of reading (CMR) described in the present article identifies the reading component that is the source of reading difficulty and targets instruction at that component. Study 1 describes the CMR and reports on its validity. Study 2 describes the successful outcome of a 7-year CMR-based reading instruction program. Compared to the discrepancy model, the CMR has demonstrated several advantages. 相似文献