Teachers Perceptions Of Direct Instruction Phonics Programs For Students With A Reading Based Learning Disability
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| Author | : Kristen Stern |
| Publisher | : |
| Total Pages | : 116 |
| Release | : |
| Genre | : |
| ISBN | : |
The purpose of this qualitative study was to analyze teachers' perceptions of direct instruction phonics programs for student with a reading-based learning disability. The research study sought to determine teachers' perceptions regarding best practice in utilizing phonics to teach students with a reading-based disability. This study also explored variables that affect implementation of direct instruction phonics on students with a reading-based disability. Finally, this study sought to determine teachers' perceptions regarding their ability to effectively teach phonics to students with reading-based disabilities. The researcher explored the findings from the responses of thirty-eight elementary and middle school teachers in a southeastern Pennsylvania school district. The participants completed a researcher conducted online survey that included Likert-scale statements and open-ended responses. Interviews were completed with seven participants to gain additional perspectives of their perceptions. Results of the study affirmed that teachers believe phonics instruction is the most important component in teaching reading to children with reading -based learning disabilities. Findings also identified that time and training are large variable for the effectiveness of implementing a direct instruction phonics program. Lastly, data revealed that teachers feel confident in their ability to teach phonics but not until they gained experience in a classroom of their own.
| Author | : Agatha Lee Gibbons |
| Publisher | : |
| Total Pages | : 107 |
| Release | : 2019 |
| Genre | : |
| ISBN | : |
Students with intellectual disabilities have at times been overlooked and denied effective reading instruction. Teachers tasked with instructing such students are often limited in the training, resources, and support necessary to effectively instruct these students in reading. These problems are further compounded by the fact that students with intellectual disabilities have historically been misperceived, often by the very educators tasked with instructing them, as either being unable to learn to read or that the prospect of teaching them to read is simply too daunting and complicated to be of sufficient worth (Aldridge, 2014; Kluth & Chandler-Olcott, 2008). Such misperception may lead to insufficient and/or misguided instruction of these students limiting their potential learning and growth (Kliewer, Biklen, & Kasa-Hendrickson, 2006). This qualitative case study explored the perceptions and lived experiences of eight special education teachers from five different school districts, who both worked with students with intellectual disabilities and mentored preservice teachers who worked with students with intellectual disabilities in the area of reading. This study focused on the perceptions of these special education teacher/mentors before, during and after receiving training in the Targeted Reading Intervention (TRI) program, based on five areas of reading: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Vocabulary. Data suggested a universal lack of support and training in reading for these special education teacher/mentors. Changes of perceptions and teaching practices of the special education teacher/mentors relative to explicit reading instruction for students with intellectual abilities are explored. Implications for practice are included.
| Author | : Richard J. Meyer |
| Publisher | : Routledge |
| Total Pages | : 197 |
| Release | : 2001-11 |
| Genre | : Education |
| ISBN | : 1135645914 |
What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time? This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real classroom, followed by chapters that look at it from different angles by "zooming in" on one facet to analyze it closely: *Reading. What is reading? What definition of reading is presented (implicitly) in the phonics lesson? What do competing definitions from the reading research literature say about how important phonics rules are and how they are used by readers and teachers of reading? *Teacher knowledge. What is the role and the place of teacher knowledge as it relates to the lesson? What are the skills a teacher has and needs to use in a lesson that is completely scripted ? *The children. What are their roles and positions during the lesson? What are they learning? *Curriculum. Where does the phonics curriculum come from? Curriculum in general? Who does it serve and how? What is its purpose? * Culture. What is the role of culture in the lesson? How do cultural differences and culturally relevant pedagogy relate to the scripted phonics lesson? *Politics and ideology. Why and how is everything that happens in schools political? How are scripted lessons and resistance to them, forms of political action? *Teacher professionalism. How can teachers act in order to maintain academic freedom expressed as professional decision making in classrooms? The author of this book is not neutral. He presents the difficulties a teacher encounters in implementing mandated systematic, direct, intense phonics instruction and children who are confused and frustrated by it. But at the same time he constantly presents hope in the form of smart teachers, curious children, and possibilities for taking action that can lead to change. His direct, accessible writing style stimulates thought and discussion.
| Author | : Jennifer Parker |
| Publisher | : |
| Total Pages | : 109 |
| Release | : 2014 |
| Genre | : Reading |
| ISBN | : |
The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the reading comprehension achievement of students who participated in SRA Reading Mastery Signature and students who participated in SRA Reading Success using the reading portion of the Measures of Academic Progress (MAP) assessment. The treatment groups were located in a moderate size school district in the Upstate region of South Carolina. After a 10-week intervention period, post test scores from the literary text subtest, informational text subtest, and vocabulary development subtest of the reading portion of the Measure of Academic Progress assessment were compared using three separate ANCOVA. The pretest scores served as the covariate. There were no significant differences found between the two treatment groups. Practical and methodological implications and limitations are discussed and recommendations for future research are included.
| Author | : Anne McGill-Franzen |
| Publisher | : Routledge |
| Total Pages | : 536 |
| Release | : 2010-09-17 |
| Genre | : Education |
| ISBN | : 1136980679 |
Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.
| Author | : Kimberly L. Crump |
| Publisher | : |
| Total Pages | : 76 |
| Release | : 2000 |
| Genre | : Learning disabled children |
| ISBN | : |
| Author | : Joshua L. Fritts |
| Publisher | : |
| Total Pages | : 188 |
| Release | : 2016 |
| Genre | : Children with disabilities |
| ISBN | : |
Despite the efforts to improve the reading achievement of students with dyslexia and other language based learning disabilities in recent years, little progress has been made towards increasing the reading proficiency of this population of students and closing the achievement gap between students identified as having a disability, as compared to typically developing peers. Given the importance of reading proficiency, it is imperative that educators use the most effective curriculum and interventions possible. Yet, most special educators continue to rely upon teacher made and selected materials along with trade books for teaching reading. The Orton-Gillingham-based reading pedagogy has been used in the United States since the 1930's to teach students with learning disabilities. However, due to a lack of published research the pedagogy has been relegated to the status of unscientifically proven, and few public schools are able to implement the methodology with their struggling students due to NCLB and the Individuals with Disabilities Education Act (IDEA) mandates to use only curriculum and methodologies that are scientifically proven. In addition, while there are over forty years of research to support the use of scripted Direct Instruction programs as one of the most effective instructional methods for at-risk students, few studies have specifically looked at the effectiveness with students identified as having dyslexia or other language based learning disabilities. There is a need to address the significant gap in the literature regarding the effectiveness of these methodologies with students identified as having learning disabilities in reading. By employing a quasi-experimental design, and implementing the two intervention curricula for a ten-week period, and assessing reading achievement pre and post-test using Measures of Academic Progress - Reading (MAP-R), one-way ANCOVA was used to compare the adjusted means of the reading performance variables. While the quantitative data in this study failed to provide clear and statistically significant results showing one curriculum to be more effective than the other, the qualitative data from open-ended interviews of the teachers and paraeducators in the study provided insight into the educators' experiences implementing the intervention curricula with students. The themes that surfaced from these interviews offer insight for future development of reading intervention curriculum, as they provide awareness of the importance that educators place upon scaffolding and multi-sensory learning opportunities in educational materials, as well as the student-teacher relationship, for students with learning disabilities. Further, the interview findings suggest the need for on-going support of teachers and paraeducators as they implement new curricula, so that they may overcome any implementation challenges and successfully implement the materials with full fidelity.
| Author | : Savanna Simmons |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2021 |
| Genre | : Reading |
| ISBN | : |
Choosing a phonics instructional approach to use in the classroom can be a difficult task for teachers, which is why many schools have started implementing specific phonics programs. The purpose of this study was to determine the student and teacher perceptions of the “Really Great Reading” phonics program and its effectiveness for helping students learn to read and spell. The study took place in a second-grade classroom with twenty in-person students and the classroom teacher. The researcher gathered data from surveys, interviews, and pre- and post-assessments. Qualitative data was analyzed using the constant comparative method and quantitative data was analyzed using descriptive statistics. Four major themes emerged including the program being systematic, the need for differentiation, student progress, and foundational phonics skills lessons. The study may be helpful for teachers and educators that want to gain more insight about the program.
| Author | : Amanda Ann Pribek |
| Publisher | : |
| Total Pages | : 70 |
| Release | : 2010 |
| Genre | : Direct instruction |
| ISBN | : |
This study used a time series analysis design, with visual and t-test analysis to determine the effect beg Direct Instruction (DI) and little direct instruction (di) has on the decoding skills of students with specific learning disabilities in a resource environment. Three students, two third graders and one fourth grader participated in this study. Two students were taught words using big DI decoding program and the other student was taught words using teacher-designed lessons using little di. A curriculum based measurement (CBM) word list was used to document baseline, and was administered at the students' grade-appropriate level after each lesson, and during the generalization phase to document each participant's growth. Results from the CBM data show that big DI and little di are both an effective intervention for teaching decoding skills to learning disability students.
| Author | : Austin Buffum |
| Publisher | : Solution Tree |
| Total Pages | : 0 |
| Release | : 2017-09-22 |
| Genre | : Education |
| ISBN | : 9781942496175 |
Response to intervention (RTI) is the most effective process for ensuring student success, using differentiated instruction to provide the time and support necessary. This comprehensive implementation guide covers every element required to build a successful RTI at WorkTM program in schools. The authors share step-by-step actions for implementing the essential elements, instructional strategies, and tools needed to support implementation, as well as tips for engaging and supporting educators. Readers who valued the practical knowledge in Learning by Doing: A Handbook for Professional Learning Communities at WorkTM (DuFour, DuFour, Eaker, Many, and Mattos) will appreciate a similar style and practicality in Taking Action. This guide will help you incorporate the response to intervention process by allowing you to: Understand how RTI at WorkTM builds on the PLC at WorkTM process. Review the revised RTI at WorkTM pyramid and its three RTI tiers. Learn what roles teacher teams, leadership teams, and schoolwide teams play in a multi-tiered intervention structure. Understand the differences among intervention, extension, prevention, and enrichment. Avoid common missteps when implementing RTI (or MTSS). Consider why an achievement gap remains in 21st century education and how the RTI process can close that gap.
