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This study investigated the effects of intense small group reading instruction for high school students eligible for special education who scored below basic and far below basic on the literacy and language arts sections of the standardized annual assessment of California standards. The research question was: "Will intense small group instruction have an effect on the reading comprehension and decoding skills of high school students eligible for special education who also scored below basic and far below basic on the standardized annual assessment of California standards?" The fifteen student participants were assessed prior to the implementation of the intervention using both a criterion based assessment as well as a standardized reading assessment. At the end of the intervention students were reassessed using the same tests. The researcher used the pre-intervention test scores and the postintervention test scores to determine and compare pre-and post-intervention learning rates. Results showed that eight of the fifteen participants had a measurable improvement in their reading scores, given the yearlong daily intervention. Possible factors that may have influences the motivation and achievement of the seven students who did not make gains were discussed. Key Words: Reading comprehension, decoding, small group instruction, Special education.
This study used pre-and post-assessment data to measure the effectiveness of small group instruction in decoding skills, shared readings, and repeated readings on the comprehension and fluency level of middle school students enrolled in special education. The participants in this study were selected due to their "below basic" or "far below basic" scores on the California Standards Test (CST) and/or a below grade level reading level. The research addressed the question, "Does direct instruction in decoding, repeated readings, and shared readings have an impact on the decoding abilities and comprehension of middle school students enrolled in special education?" The 16 participants were assessed before the intervention started and again after the 60-day intervention. The researcher used three assessments to collect data. The researcher compared the pre-and post-intervention data to determine a pre-and post-intervention learning rate for each student. The researcher was able to compare these rates to determine growth during the intervention. The data shows that 10 of the 16 participants made progress on their reading scores during the 60-day intervention. Some possible factors that may have impacted the learning rate of the participants were discussed. Key words: Literacy direct instruction, special education, reading fluency, middle school students
To address the concern that students are not actively engaging with what they read, the authors present a strategy called Questioning the Author (QtA), an approach designed to establish student interactions with text to build greater understanding. Contents: -Introduction Chapter 1: What Is Questioning the Auther and How Was It Developed? Chapter 2: Queries Chapter 3: Planning Chapter 4: Discussion Chapter 5: Implementation Chapter 6: Where Has Questioning the Author Been and Where Is It Going?
Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Leading experts in literacy and special education describe a three-tier approach that begins with effective instruction for all children, moves to preventive tutoring through a variety of approaches, and concludes with a reformed conceptualization of special education.
Abstract: The present study examines the effects that the READ 180 intervention program had on at-risk high school students. For the purpose of this study students identified as at risk were subjected to criteria set by the district, and included English Language Learners, Special Education Students and students who were economically disadvantaged. Other students who met the set criteria included students who failed to pass their third administration of TAKS or TAKS in the 8th grade, 9th graders who received 2100 or less, and second year 9th grade students who failed TAKS or TAKS A as 9th graders. The intervention focused on improving students' reading proficiency levels by observing the effects the program had on students' reading Lexile Levels and TAKS scores upon completing the READ 180 program. The data collected was preexisting data of 62 students who received the intervention for a period of one school semester. The participants spent a total of 90-minutes a day receiving reading intervention that focused on the application of mixed method instruction including: teacher-led whole-group instruction, small group instruction, modeled and independent reading, and interaction with instructional software. The sample use din the study involved five READ 180 classes from two different campuses within a school district in South Texas. The data were gathered and observed to examine the degree of improvement students experiences in reading comprehension during the course of the six months. The result of the study indicated that READ 180 did have and effect on student reading proficiency based on the student's pretest and posttest reading Lexile Levels and TAKS scores. The data show that, based on the reading Lexile pretest scores administered in January 2010 and posttest administered in April 2010, students averaged a gain of 50.9L. Participants also showed and increase in TAKS scores. Pretests of TAKS exams administered in Spring of 2009 showed that 6.5% of students passed TAKS. The examination of posttest exams administered in Spring of 2010 indicated that 37.1% of students passed their TAKS exams. On average 80.6% of the sample reported gains. Based on the results presented by the pre-and posttest data the research concluded that the interventions presented b the READ 180 program had a positive effect on reading levels of the sample population. The researcher further concluded that the READ 180 intervention program has the potential to provide the school district with researched-based instructional techniques needed to improve the reading proficiency levels of at-risk high school students. As a result of the study, the researcher recommended that the school district consider moving forward with the use of the READ 180 program.
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.
A look at the research about the Three-Tier Approach - a core reading program, supplementary instruction and intensive intervention.
The purpose of this study was to determine the effects of corrective reading on high school special education students. The study was conducted over a nine-week period during the fall trimester of the 2011-2012 school year. Three students were chosen from the freshman special education reading class; the group consisted of three male subjects. The Corrective Reading Decoding Placement Test was used as the pretest/posttest assessment to measure reading scores/levels. Subjects received Corrective Reading every day for 60 minutes during the study. At the end of each class period, subjects recorded their scores for that lesson in their personal management journals. Teacher anecdotal notes were kept to record observations and document subject progress during the study. Results from the Corrective Reading Decoding Placement Test posttest indicated an improvement in reading scores/levels. Further research is needed to determine if the conclusions of this study would be applicable to a generalized population.
The primary purpose of this intervention study was to investigate the effectiveness of the Self-Regulated Strategy Development (SRSD) framework on high school students' summarization skills for science expository texts. The study replicated procedures from previous SRSD studies conducted with younger students (Mason, 2013; Saddler et al., 2017) and with adolescent males with emotional/behavioral disorders (E/BD) in residential settings (Ennis, 2016; Rogevich & Perin, 2008). In this study, the TWA (Think before, While, and After reading) reading strategy was combined with the SHORT writing strategy (State the topic in a sentence and reread; Hunt for your highlights; Organize the supporting details in your own words; Reread your graphic organizer-do you have all the parts? Top it off with a conclusion) and embedded in the SRSD framework. This study extends prior research by investigating the effectiveness of SRSD instruction with high school students diagnosed with E/BD and/or specific learning disabilities (SLD) in a special education biology class. A multiple probe across participants design (Ledford & Gast, 2018) evaluated the effects of SRSD instruction on the dependent variable, students' comprehension of scientific expository text, measured through the percentage of summarization accuracy via a summarization rubric. Five public high school students in the Midwest U.S. region (four males and one female) participated and received instruction embedded in the SRSD framework for a total of 29 weeks across a single academic calendar year. Maintenance assessments 2, 4, and 6 weeks after the intervention ended revealed that all five participants maintained intervention effects above respective baseline performance levels at the end of Week 2 (M = 84.4%), Week 4 (M = 76.8%), and Week 6 (M = 71.0%) after exiting the intervention. Measurement of students' generalization to on-grade-level science text, specifically, their abilities to summarize chapters in their biology textbook (Biggs et al., 2009) administered pre- and postintervention showed that all five students improved their postintervention scores on a textbook chapter summarization. Likert-type scale surveys measuring reading motivation, writing self-efficacy, and social validity revealed that participants' writing self-efficacy and motivation toward reading increased. Moreover, results from a social validity survey indicated that participants viewed SRSD instruction favorably and were generally positive about their experience in learning and applying SRSD in a secondary-level science class. Implications of the findings and recommendations for future research and practice are included.