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Effects Of A Repeated Readings Intervention On The Reading Fluency And Comprehension Of Secondary Students With Learning Disabilities
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Book Synopsis Effects of a Repeated Readings Intervention on the Reading Fluency and Comprehension of Secondary Students with Learning Disabilities by : Catherine Sarah Barr
Download or read book Effects of a Repeated Readings Intervention on the Reading Fluency and Comprehension of Secondary Students with Learning Disabilities written by Catherine Sarah Barr and published by . This book was released on 2009 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading Fluency by : Timothy Rasinski
Download or read book Reading Fluency written by Timothy Rasinski and published by MDPI. This book was released on 2021-01-21 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Book Synopsis Interventions for Students with Learning Disabilities by : H. Lee Swanson
Download or read book Interventions for Students with Learning Disabilities written by H. Lee Swanson and published by Guilford Press. This book was released on 1999-04-23 with total page 730 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.
Book Synopsis Effects of Repeated Readings on Oral Reading Fluency of Secondary Students with Learning Disabilities by : Teresa S. Brosovich-McGurr
Download or read book Effects of Repeated Readings on Oral Reading Fluency of Secondary Students with Learning Disabilities written by Teresa S. Brosovich-McGurr and published by . This book was released on 1991 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Evidence-Based Interventions for Students with Learning and Behavioral Challenges by : Richard J. Morris
Download or read book Evidence-Based Interventions for Students with Learning and Behavioral Challenges written by Richard J. Morris and published by Routledge. This book was released on 2008-01-14 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
Book Synopsis Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners by : Kelly Morisoli
Download or read book Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners written by Kelly Morisoli and published by . This book was released on 2010 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading on two dependent variables: reading fluency (words read correctly per minute; wpm) and number of errors per minute (epm). Data were collected and analyzed during baseline, intervention, and maintenance probes. Throughout the baseline phase participants read a passage aloud and during intervention phases, participants read a passage aloud and received error correction feedback. During baseline, reading was followed by fluency assessments. During intervention, reading was followed by three oral repeated readings of the passage. Maintenance sessions occurred 1, 2, and 3 weeks after the intervention ended. The researcher of this study concluded that repeated reading had a positive effect on the reading abilities of ELLs with a SLD in reading. Participants read more wpm and made fewer epm. Additionally, maintenance scores were slightly varied when compared to the last day of intervention; however, maintenance scores were higher than baseline means. The researcher of this study demonstrated that repeated reading improved the reading abilities of ELLs with a SLD in reading. On maintenance probes 1, 2, and 3 weeks following intervention mean reading fluency and errors per minute remained above baseline levels. Future researchers should investigate the use of repeated reading in ELLs with a SLD in reading at various stages of reading acquisition. Further, future researchers may examine how repeated reading can be integrated into classroom instruction and assessments.
Book Synopsis The Effectiveness of a Repeated Readings Intervention with English Language Learners by : Stephanie Nicole Huff
Download or read book The Effectiveness of a Repeated Readings Intervention with English Language Learners written by Stephanie Nicole Huff and published by . This book was released on 2012 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Repeated readings has been shown to be effective with monolingual students to improve both reading fluency and comprehension (Chard, Vaughn, & Tyler, 2002; O'Shea, Sindelar, & O'Shea, 1985; Vadasy & Sanders, 2008; Wang & Algozzine, 2008); however, evidence for the effectiveness of this technique is more scarce with English Language Learners (ELLs). The purpose of this study was to investigate the effectiveness of a basic repeated readings intervention with ELLs for strengthening their reading fluency and comprehension. Three elementary students from a school in northern Oklahoma participated in the intervention for approximately 15 minutes each school day for approximately 6 weeks. DIBELS passages were used to assess reading fluency. AimsWeb Maze passages were administered during three baseline sessions and three return-to-baseline sessions to measure comprehension. Treatment integrity and inter-rater agreement were also assessed. Change in the trend, level, and variability in the participant's performance during the intervention were evaluated to determine the effectiveness of the intervention. The students did not respond to the repeated readings intervention in reading fluency or reading comprehension. Changes were made to the intervention, such as by adding error correction, modeling, or goal setting; however no significant impact occurred. Directions for future research with ELL students include comparing the effects of a repeated readings intervention alone with a repeated readings intervention that includes other components such as error correction, modeling, or goal setting. Another important aspect for future research is to understand how students' age and amount of exposure to English impact the effect of reading interventions such as repeated readings.
Book Synopsis Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities by : Jillian Faulhaber
Download or read book Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities written by Jillian Faulhaber and published by . This book was released on 2016 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if repeated readings with error correction would increase a child’s reading fluency and comprehension for middle school students with disabilities. Three middle school students with reading deficits participated in the study. This study used AB designs across three students. Results indicated that repeated readings with error correction increased the average correct words per minute for each student, decreased the average number of errors per minute for each student, and increased the average number of reading comprehension questions students answered correctly.
Book Synopsis 40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12 by : Elaine K. McEwan
Download or read book 40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12 written by Elaine K. McEwan and published by Corwin Press. This book was released on 2007-05-01 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The book′s major strengths are its ease of use and the range of approaches to address many different reading issues. You can read straight through for a host of ideas, or you can pinpoint exactly which kind of strategy to explore." —Kristie Mary Betts, English Teacher Peak to Peak High School, Lafayette, CO "Bottom line: This book is reader friendly! Teachers in the content areas can quickly and easily find specific ideas to help students." —Barbara L. Townsend, Reading Specialist Elkhorn Area School District, WI Help for students who are overwhelmed, feel confused, can′t remember, lack language skills, or just don′t get it. In today′s era of accountability, teachers are expected to help all secondary students understand complex concepts and ideas and demonstrate proficiency on high-stakes tests. To promote success for struggling readers in all content areas, expert educator Elaine K. McEwan offers 40 user-friendly and easy-to-implement strategies in an invaluable text that includes three tables of contents (traditional, topical, and problem-solving) formatted for quick and easy reference. Each of the 40 research-based and classroom-tested techniques features: An intriguing quotation or definition to grab your attention A brief description of the method and suggestions for implementation Recommended resources to gain a more in-depth understanding of the method Research citations to demonstrate the power of the method to get results Offering cross-references and advance organizers throughout, this book provides the specific yet comprehensive information you need to support all students with reading difficulties.
Book Synopsis Students With Mild Exceptionalities by : Sydney S. Zentall
Download or read book Students With Mild Exceptionalities written by Sydney S. Zentall and published by SAGE Publications. This book was released on 2013-02-21 with total page 593 pages. Available in PDF, EPUB and Kindle. Book excerpt: This concise and practical guide thoroughly presents the characteristics of children with specific mild exceptionalities in today′s diverse classroom. Using an active, problem-solving approach that reflects how today′s students learn, Dr. Sydney S. Zentall identifies the characteristics of children with mild exceptionalities that can be gleaned from observations, written descriptions, and personal interactions. Unlike many texts on this topic, which overwhelm students with extraneous information, The text focuses on the characteristics of these students within general education and special class settings. With this knowledge readers will better understand the implications of characteristics for accommodations and be ready to apply this knowledge with empirically based interventions.
Book Synopsis Learning Disabilities by : Jeffrey P. Bakken
Download or read book Learning Disabilities written by Jeffrey P. Bakken and published by Emerald Group Publishing. This book was released on 2013-01-25 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Addresses various perspectives and issues related to learning disabilities. This book includes chapters: Inclusion and Students with Learning Disabilities; Reading Instruction and Students with Learning Disabilities; Written Instruction and Students with Learning Disabilities; and Mathematics Instruction and Students with Learning Disabilities.
Book Synopsis The Promise of Response to Intervention by : Todd A. Glover
Download or read book The Promise of Response to Intervention written by Todd A. Glover and published by Guilford Press. This book was released on 2010-02-25 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: As response to intervention (RTI) is adopted by increasing numbers of schools and districts, knowledge about "what works" continues to grow. This much-needed book analyzes the key components of RTI service delivery and identifies the characteristics of successful implementation. Critically reviewing the available research, leading authorities describe best practices in multi-tier intervention, assessment, and data-based decision making. Clear-cut recommendations are provided for implementing evidence-based interventions to support students' needs in reading, writing, math, and behavior. A state-of-the-art resource for K–12 practitioners and administrators, the book also will fill a unique niche in graduate-level courses.
Book Synopsis An Investigation of the Effects of a Repeated Reading Intervention on the Fluency and Comprehension of Students with Language-learning Disabilities by : Tamara Worrell Stout
Download or read book An Investigation of the Effects of a Repeated Reading Intervention on the Fluency and Comprehension of Students with Language-learning Disabilities written by Tamara Worrell Stout and published by . This book was released on 1997 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Instructional Practices with and without Empirical Validity by : Bryan G. Cook
Download or read book Instructional Practices with and without Empirical Validity written by Bryan G. Cook and published by Emerald Group Publishing. This book was released on 2016-07-06 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is important for Stakeholders to be aware of both practices supported as effective as well as ineffective for students with learning and behavioral disabilities, in order to provide instruction that results in improved learner outcomes in critical areas of education.
Book Synopsis What Research Has to Say about Fluency Instruction by : S. Jay Samuels
Download or read book What Research Has to Say about Fluency Instruction written by S. Jay Samuels and published by . This book was released on 2006 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: An indispensable resource for classroom teachers and teacher educators alike, the reader-friendly text offers a range of expert perspectives on the key aspects of fluency.
Book Synopsis The Relative Effects of Repeated Reading, Wide Reading, and a Typical Instruction Comparison Group on the Comprehension, Fluency, and Word Reading of Adolescents with Reading Disabilities by : Jade Wexler
Download or read book The Relative Effects of Repeated Reading, Wide Reading, and a Typical Instruction Comparison Group on the Comprehension, Fluency, and Word Reading of Adolescents with Reading Disabilities written by Jade Wexler and published by . This book was released on 2007 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This experimental study was conducted to examine the relative effectiveness of a Repeated Reading (RR) and Wide Reading (WR) intervention when compared to typical instruction on secondary struggling readers' comprehension, fluency, and word reading. The sample consisted of a total of 96 students (9th through 12th grade) ranging in age from 13-17 in special education reading and English classrooms. Participants included students with learning disabilities (LD), dyslexia, or students selected as students with significant reading difficulties. The investigator paired students on variables of interest (i.e., reading level) within classes and then randomly assigned pairs to one of three groups: repeated reading (N=33), wide reading (N=34), or typical instruction (N=29). Tutors, trained by the investigator, monitored students as they worked in pairs in each treatment condition. Intervention was provided daily for approximately 15-20 minutes for 10 weeks. Treatment effects for each outcome measure were estimated using analysis of covariance (ANCOVA). Results indicate no overall statistically significant differences for any condition. Effects ranged from -.81 to .28 usually hovering around no effect or favoring the C condition over the treatment conditions or favoring the RR condition over the WR condition. Five separate ANCOVAs were conducted using the following dependent variables with each pretest score used as a covariate: (1) Woodcock Johnson Tests of Achievement III (WJIII) Passage Comprehension subtest (RR vs. C = -.10; WR vs. C = -.20; RR vs. WR= .10); (2) Test of Silent Reading Fluency (TOSRE) (RR vs. C =.-31; WR vs. C = -.81; RR vs. WR= .10); (3) Woodcock Johnson Tests of Achievement III (WJIII) Letter-Word Identification subtest (RR vs. C = -.05; WR vs. C = -.11; RR vs. WR = .06); (4) AIMSWeb Oral Reading Fluency System (RR vs. C = -.08; WR vs. C = -.26; RR vs. WR= .18); and (5) Test of Silent Contextual Reading Fluency (RR vs. C =.28; WR vs. C = -.01; RR vs. WR= .28). Results indicate that neither RR nor WR should be implemented for secondary readers with significant reading difficulties and more research into ways to make fluency instruction more explicit and instructional for these students is warranted.
Book Synopsis Repeated Reading's Effect on Fluency and Comprehension in Elementary Aged Disabled Students by : Hali Koebe
Download or read book Repeated Reading's Effect on Fluency and Comprehension in Elementary Aged Disabled Students written by Hali Koebe and published by . This book was released on 2017 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Repeated reading is a well-established intervention. The focus questions in this article include: Does repeated reading increase fluency and comprehension in elementary students with learning disabilities? What instructional practices work best for repeated reading? What is the most motivational way to practice repeated reading with students? This article review and proposed study show evidence that repeated reading is an effective intervention for elementary students with a variety of disabilities. Disabilities looked in this article include: Learning disability, emotional and behavioral disability, Orthopedic Impairment; specifically cerebral palsy, and deafness. Fluency on repeated passages showed the most increase from this intervention, while fluency on novel passages also increased. Most studies showed modest gains in comprehension in both reread and novel passages.
