The Effect Little Direct Instruction And Big Direct Instruction Has On Decoding Skills Of Students With Specific Learning Disabilities
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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 | : Mary Holden |
Publisher | : |
Total Pages | : 112 |
Release | : 2008 |
Genre | : Learning disabled children |
ISBN | : |
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
Author | : Karen R. Ruchti |
Publisher | : |
Total Pages | : 88 |
Release | : 2005 |
Genre | : Children with disabilities |
ISBN | : |
Author | : Nicole Müller |
Publisher | : John Wiley & Sons |
Total Pages | : 674 |
Release | : 2012-07-10 |
Genre | : Language Arts & Disciplines |
ISBN | : 1118448715 |
The Handbook of Speech and Language Disorders presents a comprehensive survey of the latest research in communication disorders. Contributions from leading experts explore current issues, landmark studies, and the main topics in the field, and include relevant information on analytical methods and assessment. A series of foundational chapters covers a variety of important general principles irrespective of specific disorders. These chapters focus on such topics as classification, diversity considerations, intelligibility, the impact of genetic syndromes, and principles of assessment and intervention. Other chapters cover a wide range of language, speech, and cognitive/intellectual disorders.
Author | : M. David Rowe |
Publisher | : |
Total Pages | : 107 |
Release | : 2002 |
Genre | : |
ISBN | : |
Author | : Brooke Ziwicki |
Publisher | : |
Total Pages | : 106 |
Release | : 2006 |
Genre | : Direct instruction |
ISBN | : |
Author | : Abby Westrich-Bond |
Publisher | : |
Total Pages | : 238 |
Release | : 1993 |
Genre | : |
ISBN | : |
Author | : Colleen M. Ivy |
Publisher | : |
Total Pages | : 84 |
Release | : 2000 |
Genre | : Learning disabilities |
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 | : James M. Kauffman |
Publisher | : Routledge |
Total Pages | : 2110 |
Release | : 2017-05-25 |
Genre | : Education |
ISBN | : 1315517671 |
The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.