Education Commons^™

A Group Reading Intervention With Individualized Error Correction For Middle School Students With Reading Difficulties, Shengtian Wu, Kasee K. Stratton, Daniel L. Gadke

The Journal of Special Education Apprenticeship

Reading difficulties are common among middle school students in the US, especially among those with disabilities. Unfortunately, there is a significant shortage of professionals (e.g., special educators) who can provide high-quality reading interventions. Small group (SG) intervention is a group instruction that helps more students in need per intervention session and may mitigate the aforementioned shortage. SG intervention packages often include various intervention components that address skill and performance difficulties. However, SG reading intervention research has mostly focused on helping elementary school students without disabilities. Also, many SG reading interventions used one-size-fits all approach which restricted individualization of error correction …

Literacy Stars In The Making: Reading & Writing Fluency Idol, Kristine Calo, Ellen Koitz, Jennifer Dinterman, Cassidy O'Neill

Literacy Practice and Research

This article describes an intervention project with 20 K-5 students who were receiving remedial reading support during a summer reading clinic. Reading & Writing Fluency Idol capitalizes on the power of poetry, scaffolding, and explicit feedback to motivate and engage students while building a wide range of literacy skills. The K-5 students read mentor poems and texts using a variety of evidence-based fluency practices, and then used the texts as models for their own writing. The article explains how the authors implemented the intervention culminating in a Fluency Idol event to showcase and celebrate the children as readers and writers.

Reading On The Ropes: A Pilot Study Of An Accelerated Remediation Program With Alternative High School Students, Joanne V. Coggins, Laura C. Briggs

Language Arts Journal of Michigan

High school students must read to learn curriculum, yet few interventions are proven to substantially help close literacy gaps for older students with reading deficits. Students with large literacy deficits particularly benefit from explicit, systematic instruction of interventions emphasizing the structure of language (i.e., phonology, orthography, syntax, morphology, semantics, pragmatics), aspects of cognition (i.e., problem solving, attention, reasoning, and inferencing), and organization of spoken and written language.

A 14-week pilot study of Readable English, a reading intervention using these structured literacy elements, provided embedded interactive orthography to scaffold online grade level content for students at two alternative high schools ( …

Predictive Values Of Factors Affecting Reading Comprehension Assessment, Taylor M. Grantham, Matthew Carter, Crystal C. Randolph, Gina M. Doepker

Literacy Practice and Research

The complex nature of reading comprehension makes it challenging to assess. Comprehension assessment results frequently do not directly indicate which skills should be addressed to remediate comprehension difficulties. The current study investigated which underlying skills are most related to a common reading comprehension test. The reading skills that were measured in this study include single-word reading accuracy, single-word reading fluency, textual reading fluency and accuracy, oral reading comprehension abilities, and silent reading comprehension abilities. The findings indicate that reading rate is associated with oral reading comprehension abilities and that word reading accuracy is important for oral reading comprehension abilities.

Using Choral Reading To Improve Reading Fluency Of Students With Exceptionalities, Harriet J. Bessette

Georgia Journal of Literacy

Despite the existence of a continuum of modeling reading methods (e.g., sustained silent reading, paired reading, repeated reading, and others), the goal of modeling strategies continues to be to prepare learners to read with ease and enjoyment, while gaining content knowledge for academic success. Moving to increasingly more reading independence on the part of the student is a critical goal for emergent readers, and those with exceptionalities. Reducing modeling by the teacher and increasing modeling by other students may lead to greater reading fluency and overall reading achievement and satisfaction. In this paper, the author suggests that choral reading, a …

Small Group Skills Based Instruction And Reading Fluency: A Fourth Grade Classroom Study, Stephanie Felts

Journal of Applied and Educational Research

Reading fluency instruction takes place in schools across the nation. Fluency assesses how many correct words a student can read per minute, while also using speed, accuracy, and expression. Many schools across the nation report low reading fluency scores. Students who struggle with reading fluency can lead to essential problems as a child grows causing behavior and social issues, along with unemployment. Students may lack confidence or improvement when they are reading stories out of their level because of poor instruction. Reading fluency issues increase from inconsistent practice, inappropriate reading passages for their levels, and lack of differentiated instruction. Educators …

The Effect Of Anxiety On The Measurement Of Reading Fluency And Comprehension, Jeffrey A. Tysinger, P. Dawn Tysinger, Terry D. Diamanduros

Georgia Educational Researcher

The purpose of the current study was to examine the relationship between anxiety and performance on measures of reading fluency and reading comprehension in fourth, fifth, and sixth grade students. The study found that there is a significant negative correlation between social anxiety and reading comprehension but no significant correlation between social anxiety and reading fluency. These findings further demonstrate the distinction between the cognitive processes that underlie reading fluency and reading comprehension. The results also align with the tenets of Processing Efficiency Theory in that more complex tasks that significantly tax working memory (like reading comprehension) are more likely …