The Effects Of Repeated Readings On Second Grade Students With Specific Learning Disabilities
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Author | : Amy Marie Keller |
Publisher | : |
Total Pages | : 64 |
Release | : 2013 |
Genre | : Action research in education |
ISBN | : |
The purpose of this action research project was to implement repeating readings and examine their effectiveness on the reading fluency of second grade students who have specific learning disabilities. For eight weeks, reapeating reading strategies were implemented for approximately 20 minutes, three days a week. This study took place during reading class with three second grade students. The students' growth was assessed using the Standard Oral Reading Fluency Assessment Passages from the Achievement Improved Monitoring System (AIMSWeb). The Oral Reading Fluency subtest from the Wechsler Individual Achievement Test (3rd edition) and the Reading Fluency subtest from the Woodcock Johnson Tests of Achievement Revised III were also administered. These assessments were given in the winter as a baseline and again in the spring to measure the students' reading fluency growth. Data was analyzed to measure the effectiveness of using the strategy of repeated readings to increase the reading fluency rate of students with reading disabilities.
Author | : Timothy Rasinski |
Publisher | : MDPI |
Total Pages | : 146 |
Release | : 2021-01-21 |
Genre | : Social Science |
ISBN | : 3039432680 |
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.
Author | : Aleta Mosley Hannah |
Publisher | : |
Total Pages | : 320 |
Release | : 1993 |
Genre | : Reading |
ISBN | : |
Author | : Mark Weakland |
Publisher | : Corwin Press |
Total Pages | : 258 |
Release | : 2021-03-16 |
Genre | : Education |
ISBN | : 1071844040 |
The science of reading meets the art of teaching readers Do you have the knowledge and instructional ability to effectively teach foundational skills and to support students who show signs of reading difficulties? It is a tall order — and one that challenges many new and veteran teachers. How to Prevent Reading Difficulties, Grades PreK-3 builds on decades of evidence and years of experience to help teachers understand how the brain learns to read and how to apply that understanding to Tier 1 instruction. The book includes: step-by-step descriptions of techniques for effectively teaching phonological awareness, spelling, phonics, vocabulary, and comprehension specific Tier 1 activities, routines, and frameworks that build and strengthen word recognition and language comprehension links to video demonstrations and online resources clear, practical explanations of the science of reading, including the Eternal Triangle and the Simple View of Reading, to help teachers understand the fundamentals of the reading process, recognize how difficulties arise – and understand how to address them A book study guide is available on the Free Resources tab to provides group guidance on how to effectively teach foundational skills and to support students who show signs of reading difficulties. Author Mark Weakland brings new energy to teaching high-priority foundational skills. By blending the science of reading with the best instructional practices that lead to authentic reading—the ultimate goal of balanced literacy—teachers can prevent many reading difficulties in K-3 learners.
Author | : Catherine Sarah Barr |
Publisher | : |
Total Pages | : 90 |
Release | : 2009 |
Genre | : Learning disabled teenagers |
ISBN | : |
Author | : Barbara A. Myhre |
Publisher | : |
Total Pages | : 94 |
Release | : 1992 |
Genre | : Learning disabled children |
ISBN | : |
Author | : Sydney S. Zentall |
Publisher | : SAGE Publications |
Total Pages | : 593 |
Release | : 2013-02-21 |
Genre | : Education |
ISBN | : 1483314995 |
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.
Author | : Elaine K. McEwan |
Publisher | : Corwin Press |
Total Pages | : 201 |
Release | : 2007-05-01 |
Genre | : Education |
ISBN | : 1452294593 |
"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.
Author | : Edward J. Daly |
Publisher | : Guilford Publications |
Total Pages | : 265 |
Release | : 2015-01-20 |
Genre | : Psychology |
ISBN | : 146251927X |
This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports.
Author | : Teresa S. Brosovich-McGurr |
Publisher | : |
Total Pages | : 304 |
Release | : 1991 |
Genre | : |
ISBN | : |