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Longitudinal Trends In Reading Achievement Between Children With Reading Disability Rd And Children With Low Reading Achievement Lra
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Book Synopsis Longitudinal Trends in Reading Achievement Between Children with Reading Disability (RD) and Children with Low Reading Achievement (LRA) by : Danielle Wexler
Download or read book Longitudinal Trends in Reading Achievement Between Children with Reading Disability (RD) and Children with Low Reading Achievement (LRA) written by Danielle Wexler and published by . This book was released on 2018 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Achievement Gap in Reading by : Rosalind Horowitz
Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Routledge. This book was released on 2017-04-07 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Book Synopsis Trends of Reading Growth for Students with Severe Reading Difficulties by : Dong-il Kim
Download or read book Trends of Reading Growth for Students with Severe Reading Difficulties written by Dong-il Kim and published by . This book was released on 1993 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Exploration Into the Longitudinal Reading Achievement of Students in the Cherokee County (NC) School District's Application of Reading Recovery by : Linda Laine Holcomb
Download or read book An Exploration Into the Longitudinal Reading Achievement of Students in the Cherokee County (NC) School District's Application of Reading Recovery written by Linda Laine Holcomb and published by . This book was released on 2009 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading-skill Development and Instructional Practices Facilitating Reading Growth for Students with and Without Learning Disabilities by : Jongho Shin
Download or read book Reading-skill Development and Instructional Practices Facilitating Reading Growth for Students with and Without Learning Disabilities written by Jongho Shin and published by . This book was released on 1999 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading Achievement for Students with Autism and Students with Learning Disability by : Jenny Lynn Quan
Download or read book Reading Achievement for Students with Autism and Students with Learning Disability written by Jenny Lynn Quan and published by . This book was released on 2014 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with ASD present as unique learners with individual characteristics which may impact their reading performance, particularly related to word reading and comprehension. While a relatively new area of research in reading, students with ASD demonstrate a pattern of below average performance on standardized measures of reading achievement, with comprehension identified as a salient area of deficit. Research remains limited in this area, however, particularly with regard to assessment of the five key areas of reading (phonological awareness, word reading/ decoding, fluency, vocabulary, comprehension). The current study provides an in-depth look at the five key areas of reading for 28 elementary-school students with a confirmed ASD and compares the reading performance of these students with a comparison group of 30 students with SLD who would be expected to show the reverse pattern of performance on reading measures (e.g., deficits in decoding and strengths in comprehension). Additionally, a mixed-methods approach is used in the exploratory examination of student reading behaviors related to comprehension. Findings indicate patterns of strengths and weaknesses for both groups of students across the five key areas, with both groups falling well below expected population norms and benchmarks in phonological awareness, decoding, fluency, and passage comprehension. In contrast, students from both groups excelled on a measure of supported comprehension. Students with ASD performed at higher levels than peers with SLD on measures of word reading and fluency, but not on measures of phonological awareness or decoding. Conversely, students with SLD performed at higher levels than peers with ASD on a measure of listening comprehension, but not on measures of vocabulary, supported comprehension, or passage comprehension. Exploratory investigation revealed that teachers perceived that students with SLD use reading behaviors at a higher rate and with a higher level of proficiency to promote comprehension than peers with ASD. Further, student interviews demonstrated that students who were low comprehenders used fewer and more passive strategies than students who were high comprehenders, regardless of ASD or SLD group membership. Implications for practice and future research are noted.
Book Synopsis Foundations of Reading Acquisition and Dyslexia by : Benita A. Blachman
Download or read book Foundations of Reading Acquisition and Dyslexia written by Benita A. Blachman and published by Routledge. This book was released on 2013-03-07 with total page 471 pages. Available in PDF, EPUB and Kindle. Book excerpt: The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.
Book Synopsis A Comparison of Reading Achievement Growth Between Learning Disabled Readers and Low Achievement Readers by : Cathy Clanton Reeves
Download or read book A Comparison of Reading Achievement Growth Between Learning Disabled Readers and Low Achievement Readers written by Cathy Clanton Reeves and published by . This book was released on 1988 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading Performance of Elementary Students by : Dana Thames
Download or read book Reading Performance of Elementary Students written by Dana Thames and published by . This book was released on 2006 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this longitudinal study was to explore the impact of a direct reading instruction program, "Reading Mastery (RM)," on literacy performance of students over a five-year period. Initially, 700 students in grades K-3 were randomly selected from six elementary schools to participate in the study; an additional 100 randomly-selected kindergarten students were added to the sample for each subsequent year of the study. Literacy performance was assessed using oral and silent reading performance measures from the "Qualitative Reading Inventory-3 (QRI)," reading scale scores from the "Mississippi Curriculum Test (MCT)," and cloze scores from the "Hunter & Grundin Literacy Profiles (HGLP)." Because all students in the school system were receiving "RM" no comparison group was available to aid interpretation of the findings. In an attempt to overcome this difficulty, data were analyzed in three parts. First, only data for students who began "RM" in kindergarten were examined descriptively and graphically. Second, statistical comparisons by grade level were made between students who began "RM" in kindergarten and those who began "RM" in a later grade. Third, descriptive and graphical comparisons of group performance overtime were made between groups of students who began "RM" at different grade levels. Although a few statistically significant differences were found between students who began receiving "RM" instruction in kindergarten and those who began receiving "RM" at a later grade, the preponderance of data provided little evidence to support the viability of "RM" for improving reading comprehension. (Contains 20 tables and 45 figures.).
Book Synopsis The Relationship Between Cross-modal Integration Ability and Reading Achievement in Average Readers, Poor Readers and Learning Disabled Children by : Roberta Mattison Cattoi
Download or read book The Relationship Between Cross-modal Integration Ability and Reading Achievement in Average Readers, Poor Readers and Learning Disabled Children written by Roberta Mattison Cattoi and published by . This book was released on 1987 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Associations between Reading and Mathematics: Genetic, Brain Imaging, Cognitive and Educational Perspectives by : Sarit Ashkenazi
Download or read book Associations between Reading and Mathematics: Genetic, Brain Imaging, Cognitive and Educational Perspectives written by Sarit Ashkenazi and published by Frontiers Media SA. This book was released on 2017-10-05 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Converging evidence demonstrates a strong link between reading and mathematics: multiple cognitive processes are shared between reading and mathematics, including the representation and retrieval of symbolic information, attention, working memory, and cognitive control. Additionally, multiple brain networks are involved in both math and reading, and last, common genetic factors might influence both reading and math. Hence, it comes as no surprise that there are meaningful associations between (aspects of) math and reading abilities. Moreover, comorbidity rates between math learning disabilities (MD) and reading disabilities (RD) are high (up to 66%) and prevalence rate of the comorbid condition is reported to be more common than the prevalence rate of isolated math learning disabilities. Accordingly, the goal of the research topic is to explore the underline mechanisms of this overlap between reading and math. The research topic aims to include the following topics: • Genetics - it has been found that both RD and MD are based on genetic factors and run in families. Moreover, math problem solving shares significant genetic overlap with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Hence, this topic will explore the shared and unique genetic risk factors to RD and MD, In addition to shared and unique genetic influence on reading and math. • Neural perspective - converging evidence from both structural and multiple functional imaging studies, involving a wide range of numerical tasks, points to the intraparietal sulcus (IPS) as a core region that involve in quantity manipulation. However, several additional brain areas, such as frontoparietal and temporoparietal areas were found to be involved in numerical tasks. Individuals with MD show deficits in a distributed, set of brain regions that include the IPS, fusiform gyrus in posterior brain regions and pre frontal cortex regions. Similarly, converging evidence indicate that the left hemisphere regions centered in the fusiform gyrus, temporoparietal cortex, and pre frontal cortex regions are strongly involve in typical reading and present lower activity, connectivity or abnormal structure in RD. Thus, there is a meaningful neural overlap between reading and math. Hence, the authors can submit empirical studies on the role of several of brain regions that are involved in math and reading (commonality and diversity) both in the typical and a-typical development. • Cognitive factors that play role in mathematics and reading, and comorbidity between RD and MD - There is a long lasting debate whether MD and RD originate from unique cognitive mechanisms or not. Multiple cognitive processes are shared between reading and mathematics. Therefore, impairments in any one of domain-general skills could conceivably play an important role in both pure and comorbid conditions. Moreover, it has been suggested that phonological processing has a significant role in some aspects of numerical processing such as retrieval of arithmetical facts. • Education - it will be interesting to look at the effect of interventions that aim to improve reading (such as phonological awareness) and there transfer effect on improving mathematical processing. Alternatively, it will be good to test whether math interventions will improve reading.
Book Synopsis Examining the Impact of Early Reading Achievement, Individual, and School Characteristics on Later Outcomes of Students with Intellectual Disability by : Kemal Afacan
Download or read book Examining the Impact of Early Reading Achievement, Individual, and School Characteristics on Later Outcomes of Students with Intellectual Disability written by Kemal Afacan and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the last decade, an increasing number of students with intellectual disability (ID) have taken statewide general reading assessments. Also, all states have designed and implemented alternate reading assessments for students with significant ID who could not participate in general assessments. To date, few studies have examined the reading outcomes of students with ID on those assessments and none of these studies have examined whether outcomes from statewide assessments have predictive value for students' later school outcomes. The purpose of this study was to examine the relationship between students with ID's 5th grade reading performance as measured by statewide standardized assessments and their later academic and behavior outcomes, including 8th grade reading, as measured by the statewide standardized assessment, and the following secondary school outcomes: (a) school attendance, (b) credits earned in one semester, (c) office discipline referrals, and (d) suspensions received. This study also aimed to examine whether students' ethnicity/race and the type of school attended in middle and high school had an impact on their academic and behavior outcomes. A longitudinal dataset including a sample of 400 students with ID attending schools in a Midwestern school district was used to answer this study's research questions. Regression tests were run to examine whether (a) 5th grade reading performance, (b) ethnicity/race, and (c) type of middle and high school attended significantly predicted the students' middle and high school outcomes. Regression tests revealed significant and non-significant results. Students with ID's 5th grade reading achievement significantly predicted their 8th grade reading achievement in the alternate assessment. Also, students' 5th grade reading achievement significantly predicted their secondary ODRs and suspensions received. In terms of ethnicity/race, White students with ID had significantly higher secondary attendance days and received significantly less secondary suspensions compared to their non-White counterparts. Finally, students with ID attending innovative schools received significantly higher secondary ODRs compared to their counterparts attending traditional schools. Implications of these results were discussed. Recommendations for future research were provided.
Book Synopsis Neurocognitive Profiling of Children with Specific or Comorbid Reading Disabilities by : Bartholomeus J.A. de Groot
Download or read book Neurocognitive Profiling of Children with Specific or Comorbid Reading Disabilities written by Bartholomeus J.A. de Groot and published by Maklu. This book was released on 2015-03-03 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study concerns the question whether different reading-related neurocognitive profiles can be observed for reading proficiency based groups of children, who attend the upper levels of Dutch primary education. Besides distinguishing between normal-to-good reading children and children with Reading Disabilities (RD), subgroups are discerned for two frequently reported comorbidities of RD, i.e., Attention Deficit Hyperactivity Disorder (ADHD) and Specific Language Impairment (SLI). The research of this PhD thesis is organized into two empirical sections on different branches of reading-related neurocognitive research, which are elaborated in five studies. The first section focuses on the cognitive processes of phonemic awareness and rapid automatized naming, and the first study specifically addresses the question as to how the severity of RD affects the relative importance of these processes. Additionally, it is investigated how this works out for above-average and excellent readers. Involving the same processes, the second and third study focus on the issue of comorbidity with SLI and ADHD. The second section contains the fourth and fifth study which investigate the relatively novel link between word reading and two aspects of visual attention, i.e., selective attention and orienting of attention. In the general discussion the employed working model of reading is supplied with empirically based estimates of the neurocognitive effect sizes. A main conclusion of the present study is that the addition of visual attention measurements to a phonological reading model provides an enhanced understanding of the cognitive basis of word reading, and offers interesting new perspectives on differential-diagnostic procedures and treatment planning.
Book Synopsis A Latent Growth Curve Analysis of Reading Achievement for an At-risk Population by : Constance C. Beecher
Download or read book A Latent Growth Curve Analysis of Reading Achievement for an At-risk Population written by Constance C. Beecher and published by . This book was released on 2011 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis What Reading Research Tells Us About Children With Diverse Learning Needs by : Deborah C. Simmons
Download or read book What Reading Research Tells Us About Children With Diverse Learning Needs written by Deborah C. Simmons and published by Routledge. This book was released on 1998-09 with total page 407 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this book is to communicate findings of a research synthesis investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children's reading performance. The synthesis--completed by the National Center to Improve the Tools of Educators (NCITE) and sponsored by the U.S. Department of Education's Office of Special Education Programs--was conducted as part of NCITE's mission to improve the quality of educational tools that largely shape practice in American schools.
Book Synopsis Analysis of Reading Achievement in Children with Learning Disabilities by : Suzanne Carol Harman
Download or read book Analysis of Reading Achievement in Children with Learning Disabilities written by Suzanne Carol Harman and published by . This book was released on 1966 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Longitudinal Effects on Achievement of Reading Recovery Vs. Non-reading Recovery Students by : Kimberly Ann Benefield
Download or read book Longitudinal Effects on Achievement of Reading Recovery Vs. Non-reading Recovery Students written by Kimberly Ann Benefield and published by . This book was released on 2001 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
