Tracy Bell
SLM 521
Elective #15
Research
Journal Databases
Five
journal citations on reading instruction and the learning disabled student.
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Title: |
Beginning Reading Instruction for Students at Risk for Reading Disabilities: What, How, and When. |
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Authors: |
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Source: |
Intervention
in School & Clinic; Jan2006, Vol. 41 Issue 3, p161-168, 8p |
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Document Type: |
Article |
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Subject Terms: |
*COGNITION disorders |
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Abstract: |
In this article, the authors assist teachers who
are working with young students at risk for reading disabilities by helping make sense of the large-but
unwieldy-scientific knowledge base. They offer a conceptual frame- work for
thinking about beginning reading instruction and intervention across three dimensions: the content of instruction (what to teach), the delivery of instruction (how to teach), and the timing of instruction (when to teach). The authors discuss each of these dimensions and
describe how teachers can use them to help organize and make sense of what we
know about beginning reading instruction for students experiencing reading difficulties. [ABSTRACT FROM AUTHOR] |
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ISSN: |
1053-4512 |
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Accession Number: |
19121503 |
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Persistent
link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=aph&an=19121503 |
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Database: |
Academic Search Premier |
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Title: |
Early |
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Authors: |
Jitendra, Asha K.1 |
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Source: |
Journal
of Learning Disabilities; Sep/Oct2004, Vol. 37 Issue 5, p421-439,
19p, 2 charts, 4 graphs |
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Document Type: |
Article |
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Subject Terms: |
*DEVELOPMENTAL reading |
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Abstract: |
Several multiple-probe-across-participants design
studies were employed to evaluate the effectiveness of a supplemental
tutoring intervention using Read Well (Sprick,
Howard, & Fidanque, 1998-2000). In Year 1, we
conducted two studies with 7 first-, second-, and third-grade children (1
girl and 6 boys), who were classified as having learning disabilities, having
attention-deficit disorder, or being English language learners and were
identified by their teachers as poor readers. The results of the two studies
indicated that 3 of the 5 children who received Read Well instruction showed improvement in passage fluency. Student performance on other
measures of reading and
comprehension was varied. Differences in student characteristics and in the
amount of Read Well instruction received (2 to 7 weeks) seemed to account for the differences in
performance. In Year 2, we implemented the same tutoring intervention for a
longer duration (up to 16 weeks) and included 5 children in second and third
grades (2 girls and 3 boys) with reading difficulties. Two of these children had previously participated in
the Year 1 studies. The results indicated growth in reading, spelling, and comprehension for most chil-dren.
Overall, the findings from Year 1 and 2 studies indicate the benefits of
increased instructional intensity and duration for children who struggle with
emerging reading skills. [ABSTRACT FROM
AUTHOR] |
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Author Affiliations: |
1Professor and coordinator of special education in the Department of
Education and Human Services, Lehigh University |
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ISSN: |
0022-2194 |
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Accession Number: |
14224454 |
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Persistent
link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=aph&an=14224454 |
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Database: |
Academic Search Premier |
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Title: |
Reading Instruction Grouping for Students with Reading Difficulties. |
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Authors: |
Vaughn, Sharon |
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Source: |
Remedial
& Special Education; Sep/Oct2003, Vol. 24 Issue 5, p301-315,
15p |
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Document Type: |
Article |
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Subject Terms: |
*COMPREHENSION |
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Abstract: |
The effects of three grouping formats--1:1 (one
teacher with 1 student), 1:3 (one teacher with 3 students), and 1:10 (one
teacher with 10 students)--on the reading outcomes of second-grade struggling readers was studied, Students in
all groups were given the same supplemental reading intervention for the same number of sessions, thus holding
intervention type and intensity constant and varying group size, Students
made significant gains in phoneme segmentation, fluency, and comprehension
following the intervention, and these gains were maintained at follow-up (4-5
weeks after intervention), Based on effect sizes, both 1:1 and 1:3 were
highly effective intervention group sizes for supplemental reading instruction. Although the 1:1 grouping format yielded significantly higher scores
for phoneme segmentation, fluency, and comprehension than the |
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Full Text Word Count: |
10472 |
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ISSN: |
0741-9325 |
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Accession Number: |
10927257 |
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Persistent
link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=aph&an=10927257 |
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Database: |
Academic Search Premier |
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Title: |
Response to Instruction as a Means of Identifying Students With Reading/Learning Disabilities. |
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Authors: |
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Source: |
Exceptional Children;
Summer2003, Vol. 69 Issue 4, p391, 19p, 9 charts, 3 graphs |
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Document Type: |
Article |
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Subject Terms: |
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Abstract: |
To examine a response to treatment model as a
means for identifying students with reading/learning disabilities, 45 second-grade students at risk for reading problems were provided daily supplemental reading instruction and assessed after 10 weeks to determine if they met a prior criteria for exit. Students who met criteria no
longer received supplemental instruction. Those who did not were regrouped and supplemental instruction was continued for another 10 weeks. After 20 weeks of supplemental instruction, students who still had not met criteria were provided another 10
weeks of supplemental instruction. Students who never met criteria were classified as no exit. Pretest
scores on fluency, passage comprehension, and rapid naming were the
significant predictors of students who did not meet exit criteria. [ABSTRACT FROM
AUTHOR] |
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ISSN: |
0014-4029 |
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Accession Number: |
10148667 |
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Persistent
link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=aph&an=10148667 |
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Database: |
Academic Search Premier |
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Title: |
Improving Beginning Reading Instruction and Intervention for Students with LD: Reconciling "All"
with "Each". |
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Authors: |
Coyne, Michael D.1 |
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Source: |
Journal
of Learning Disabilities; May/Jun2004, Vol. 37 Issue 3, p231-239,
9p, 1 chart |
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Document Type: |
Article |
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Subject Terms: |
*ADJUSTMENT
(Psychology) |
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Abstract: |
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 com-prehensive 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. [ABSTRACT FROM
AUTHOR] |
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Author Affiliations: |
1Assistant professor of special education, Neag
School of Education, |
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ISSN: |
0022-2194 |
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Accession Number: |
12900477 |
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Persistent
link to this record: |
http://search.epnet.com/login.aspx?direct=true&db=aph&an=12900477 |
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Database: |
Academic Search Premier |