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Lana Edwards Santoro Michael D. Coyne Deborah C. Simmons 《Learning disabilities research & practice》2006,21(2):122-133
Abstract In this article, we describe the development and evaluation of a beginning spelling intervention for young children at risk of reading disability. We first summarize the literature that supports beginning spelling as an ideal method for strategically integrating the beginning reading big ideas of phonemic awareness and alphabetic understanding. We then summarize the literature on effective instructional principles for students at risk of reading disability. Next, we describe how instructional design was applied to the development of an intervention for young children at risk of reading disability, then summarize the findings of an experimental study supporting the effectiveness of this intervention. Finally, we provide selected examples from the spelling intervention to illustrate the findings' translation into instructional practice. 相似文献
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Recent advances concerning emerging/beginning reading skills, positive behavioral support (PBS), and three-tiered schoolwide prevention models combined with federal mandates (i.e., IDEA and No Child Left Behind) have stimulated interest in providing early and intensive instructional intervention services to children at risk for reading and behavior problems. New measures for identifying students as early as kindergarten who are not acquiring early basic literacy skills make this possible. However, questions regarding exactly how to formulate, deliver, sustain, and manage secondary-level interventions remain to be addressed. This paper describes first-year, first-grade findings for students participating in secondary-level interventions (i.e., small-group reading instruction) in a randomized trial of the efficacy of secondary and tertiary reading and behavior interventions under way at the Center for Early Intervention in Reading and Behavior, University of Kansas. The formulation of the experimental secondary-level intervention was guided by evidence supporting the efficacy of (a) small groups of 3 to 6 participating students and low student-teacher ratio combined with (b) explicit, phonics-based instruction. Selected curricula were Reading Mastery, Proactive Reading, Programmed Reading, and Read Well, use of which varied by choice across experimental-group schools. PBS was an additional intervention context in experimental schools. Comparison schools and first-grade teachers did not employ the three-tiered model, early screening, or PBS; most students were taught using conventional whole-group instruction, little or no individualization, and curricula with weak scientific evidence. Initial results indicate significantly larger growth for experimental secondary-level at-risk students than for comparisons. Experimental-group first graders not showing growth were those identified with disabilities or behavioral risks and English language learners. Implications are discussed. 相似文献
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We begin with an examination of the tensions that exist between educational efforts that target the needs of all students and efforts that target the needs of individual students with disabilities. Next, we provide reasons why, in beginning reading, a schoolwide system designed to teach all students to read can also support individualized and flexible instruction designed to teach each student to read. Finally, we describe a schoolwide beginning reading model that includes a schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment, and instruction for all students integrated with ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student, including students with disabilities. 相似文献
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This study examined the first-grade reading progress of children who participated in an intensive beginning reading intervention in kindergarten. Specifically, the study investigated whether kindergarten intervention could prevent first-grade reading difficulties, or produce an "inoculation" effect, for some children under certain instructional conditions. Participants included children at risk for developing reading difficulties who received a 7-month beginning reading intervention in kindergarten. In October of first grade, 59 children who had achieved criterion levels on measures of phonological awareness and alphabetic knowledge were randomly assigned to one of two types of first-grade reading instruction: (a) code-based classroom instruction and a supplemental maintenance intervention, or (b) only code-based classroom instruction. February posttest measures assessed oral reading fluency, word reading, nonword reading, and comprehension. Between-group analyses indicated that instructional groups did not differ on any posttest measure. The students' absolute levels of achievement were compared to national and local normative samples. These results indicated that between 75% and 100% of students in both conditions attained posttest levels and demonstrated growth comparable to their average-achieving peers. These results support the hypothesis that strong responders to kindergarten intervention can experience an inoculation effect through the middle of first grade with research-validated classroom reading instruction. 相似文献
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Nancy Romance Michael Vitale 《International Journal of Science and Mathematics Education》2017,15(6):979-995
Reported are the results of a multiyear study in which reading comprehension and writing were integrated within an in-depth science instructional model (Science IDEAS) in daily 1.5 to 2 h daily lessons on a schoolwide basis in grades 3–4–5. Multilevel (HLM7) achievement findings showed the experimental intervention resulted in significant and consistent direct effects in grades 3–4–5 and complementary transfer effects in grades 6–7 on both ITBS Science (+1.08 Grade Equivalent Units [GE]) and ITBS Reading (+.57 GE). Discussed are implications of the findings and related research for changing grade K-5 curriculum policy to allocate increased instructional time for integrated science instruction. 相似文献
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There is reliable evidence that new vocabulary is primarily acquired through wide independent reading. However, struggling readers tend to avoid reading, resulting in limited word encounters and inadequate vocabulary growth, and they often have difficulties inferring the meanings of new words from context. While there are no clear solutions to the problem of vocabulary acquisition for older students with reading difficulties, there are instructional approaches that have some evidence of effectiveness for this population. We describe the research base and promising practices related to three aspects of vocabulary instruction: (1) creating a verbal learning environment that fosters word consciousness, (2) selecting and teaching specific words, and (3) teaching an independent word learning strategy through a combination of contextual and morphemic analysis. These instructional approaches are grounded in overarching principles recognized by researchers as being characteristic of effective instruction for students with learning difficulties, including explicit instruction, promoting cognitive and collaborative engagement, and providing many opportunities for practice, including distributed practice, with teacher feedback. Finally, we discuss the possibilities inherent in a cross‐content schoolwide approach to vocabulary instruction at the secondary level. We conclude with a call for additional research examining the effectiveness of instructional approaches to vocabulary development for secondary school students with reading difficulties, including a schoolwide collaborative model. 相似文献
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《教育心理学家》2013,48(2):95-100
We examine characteristics of classroom contexts that influence motivations for reading. We frame the discussion in terms of design principles. First, we propose several general criteria that a set of design principles should meet if the set is to be sufficient to increase long-term motivations for reading. Next, we propose 8 principles derived from research on motivational and cognitive processes, instructional research, and classroom innovations. These design principles relate to (a) conceptual themes, (b) real-world interactions, (c) self-direction, (d) interesting texts, (e) social collaboration, (f) self-expression, (g) cognitive strategy instruction, and (h) curricular coherence. We constructed these design principles from sets of design principles offered by psychologists and educators, our studies, and a literature review we conducted. In particular, we note problems of underspecification typical of psychologists' proposed sets of principles and problems of overspecification typical of educators' designs. We conclude with suggestions for needed research on classroom contexts for increasing students' motivations for reading. 相似文献
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Three levels of prevention and intervention in the area of mathematics are addressed: (a) primary prevention focusing on universal design, (b) secondary prevention focusing on adaptations, and (c) tertiary prevention focusing on intensive and explicit contextualization of skills‐based instruction. The purpose of this paper is to identify and discuss principles of prevention and intervention in the area of mathematics. First, we identify research‐based principles associated with primary prevention. Second, we turn our attention to secondary prevention, with a focus on prereferral intervention. We identify principles that serve to differentiate primary and secondary prevention and specify instructional variables that are promising for use within a secondary prevention mode. Finally, we discuss intervention. We identify principles of effective intervention, which include individually referenced decision making, instructional intensity, and deliberate contextualization of skills‐based instruction. 相似文献
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Kristin L. Sayeski Michael J. Kennedy Sandra de Irala Elias Clinton Melissa Hamel 《Exceptionality》2013,21(4):237-257
Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The purpose of this study was to examine the efficacy of a series of multimedia modules on participants' (N = 76) knowledge and skills related to early reading instruction. The multimedia modules covered basic literacy concepts primarily related to phonology and phonics. Results from the experimental, control-group design indicated that the modules were successful in teaching foundational literacy constructs to participants. Thus, multimedia modules may be a promising avenue for providing instruction for teacher candidates. Additional research, however, is needed to ensure mastery of knowledge and to evaluate how principles of effective instruction can guide multimedia module use by teacher educators. 相似文献
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Chard DJ Stoolmiller M Harn BA Wanzek J Vaughn S Linan-Thompson S Kame'enui EJ 《Journal of learning disabilities》2008,41(2):174-188
Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students identified as at risk for later reading difficulties through third grade. Key predictor variables were examined to determine their validity for predicting initial status and growth on oral reading fluency, third-grade oral reading fluency, and third-grade performance on a standardized test of reading. Results are provided in light of the instructional model provided. Implications for instruction and assessment are discussed. 相似文献
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Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination 总被引：1，自引：0，他引：1
DORIT ARAM 《Reading and writing》2006,19(5):489-515
The study examined the differential contributions on vocabulary and alphabetic skills of three literacy programs: (a) storybook reading program; (b) alphabetic skills program; and (c) a combined program. It was expected that storybook reading would enhance primarily vocabulary while alphabetic skills training would promote primarily alphabetic skills. Program by age interactions were examined in two age groups (3–4 and 4–5 years old) to test whether the storybook reading program may be more productive for the younger children whereas alphabetic skills program more productive for the older children. Twelve low-SES preschools participated in the study, three in each program and three as a comparison group. Results indicated that the children in the three intervention programs progressed significantly more than the comparison group on name writing, letter knowledge and phonological awareness. Further, the alphabetic skills program outperformed the other groups on word writing, letter knowledge and initial letter retrieval, whereas the storybook reading program outperformed only the comparison group. Results on the combined program were mixed – enhancing more initial letter retrieval and book vocabulary than storybook reading program. In general, no differences emerged in the progress of younger versus older children except on receptive vocabulary – the younger surpassing the older in all programs. 相似文献
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白桂香 《北京教育学院学报》2001,15(3):37-41
研究借鉴了加涅的教学设计原理 ,把小学生阅读 -习作能力图式同化训练的教学设计成由九个教学环节组成的一个反馈教学系统 ,把小学生自主阅读 -习作能力的习得和赖以产生的条件作为各环节教学设计的基础 ,把教学干预与学生主体参与结合起来。同时分析了儿童的自主学习过程。与传统的教学设计相比 ,本教学设计更符合现代认知学习论的要求和小学生不完全自主学习的特点 ,更有利于促进学生自主阅读 -习作能力的发展 相似文献
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《Journal of Education for Students Placed at Risk》2013,18(2):171-192
The Improving America' s Schools Act--the 1994 reauthorization of the Elementary and Secondary Education Act--will make schoolwide Title I programs available, beginning with the 1996-97 school year, to schools in which at least 50% of students are from families in poverty. Through schoolwide programs, eligible schools may combine Title I funds with other federal, stare, and local resources to upgrade the quality of education for all children. The legislation explicitly encourages schools and districts to design their own ambitious curricula for all students, keeping them in Title I programs within their regular education classrooms while minimizing the time they spend in "pullout" programs. In this article, we synthesize research on schoolwides with the views of experienced practitioners in 21 highly regarded schoolwide projects under Title I's predecessor, Chapter 1, to identify the principles guiding effective schoolwides. Findings are based on in-depth interviews with teachers and principals and on evidence of success found in reviews of project materials and outcome evaluations. Although schoolwide programs are locally devised and unique, the most successful build on a framework that includes these eight features: a shared vision, time and resources for planning and program design, skillful management and a well-defined organizational structure, a clear focus on academics, continuing professional development schoolwide, a commitment to cultural inclusiveness, patent and community involvement, and an accountability orientation. The study highlights promising practices that future Title I schoolwide programs can adopt to reorganize schools, streamline management, and upgrade the curriculum for children in schools serving communities with the highest concentrations of poor families. 相似文献
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This study assessed the effects of three different intervention programs on low-SES mother?Cchild joint activities and on their kindergarten-age children??s progress in early literacy and language. Parents in three groups (119 mothers, 5 fathers) were coached to mediate child learning, respectively, in: interactive storybook reading, writing, or visuomotor skills. A group-specific workshop was followed by 7?weeks of tri-weekly structured dyadic interactions and weekly tutorial home visits. A fourth group (control) received no intervention. Results showed implementation success: Mothers coached in interactive storybook reading or writing mediation improved in the coached activity from pretest to immediate posttest and to delayed posttest. Interactive storybook reading improved less for older than younger children, whereas writing mediation improved more for older than younger children. No transfer emerged from one activity to the other: Coaching on reading had no effect on writing or visuomotor skills, and coaching of writing had an effect only on writing. Children??s alphabetic skills were enhanced in the writing mediation-coached group, whereas linguistic competencies, unexpectedly, were not enhanced in the interactive storybook reading-coached group. The significance of writing mediation as a dyadic activity promoting literacy is emphasized. 相似文献
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Rune AndreassenIvar Bråten 《Learning and Instruction》2011,21(4):520-537
In this intervention study, teachers tried to implement four instructional principles derived from the literature on research-based, explicit reading comprehension instruction in their fifth-grade classrooms. The principles focused on relevant background knowledge, reading comprehension strategies, reading-group organization, and reading motivation. Results indicated that during a five-month intervention period, students in the intervention group increased their strategic competence and comprehension performance relative to controls. However, no effect was found on reading motivation. The overall pattern of results is explained in relation to the implementation quality of the four instructional principles, with implementation data indicating that the principles of reading-group organization and reading motivation were particularly difficult for the teachers to translate into classroom practice. 相似文献
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The article by Speece (in this issue) underscores the disappointing accuracy results of early screening for reading difficulties and argues that development conceptualized as rate of learning matters. We respond by emphasizing three points. First, the purpose of early screening could be identifying students not at risk so that instructional objectives can be established for students potentially at risk. Second, monitoring progress in mastering the alphabetic principle is reflected in item-based learning. Third, response to instruction is multilevel and contextualized. These points are illustrated with data from an early reading assessment used widely in Texas and from high-performing/high-poverty schools in Texas that serve as models of multitiered instruction. 相似文献