Education Commons^™

Reading Interventions For High School Students With Reading Difficulties, Dixie Poulsen

All Graduate Reports and Creative Projects, Fall 2023 to Present

Literacy is an important skill necessary for better outcomes in life. There are many high school students that struggle with word reading and comprehension. Some may even graduate without a functional reading level. What can teachers do to make a difference? Are there strategies that can be implemented into classrooms to better help struggling students? It is important to gather the correct information about the students reading abilities. For this professional portfolio, I conducted 5 different reading assessment, to understand the student’s current abilities. With these assessments I could determine where my student struggled the most. The student had difficulty …

Improving Reading Interventions: A School Improvement Plan, Rachel Harmelink

Master's Theses & Capstone Projects

This paper examines the use of reading instruction interventions in an elementary school in Northwest Iowa. Whereas the school excels at providing regular assessments, including universal screeners, educators there have struggled to adequately meet the reading needs of their students as reflected on FAST, MAP, and Panorama data. This school improvement plan provides professional development training in response to intervention (RTI) procedures along with continual support and collaboration throughout the school year to assist teachers in confidently serving all learners and helping them reach their fullest potential as readers.

The Benefits Of Using Phoneme Segmentation & Oral Reading Fluency Cbm On 1st Grade, Jessica Pavlenko

Master's Theses & Capstone Projects

This action research was driven by the researcher's interest in using curriculum-based measurement as an assessment tool and the effects they can have on student growth throughout the school year. The researcher utilized the STAR CBM phoneme segmentation tool quarterly, beginning in the first quarter, as well as the STAR CBM oral reading fluency passages quarterly, beginning in the second quarter. The research was conducted to analyze the effectiveness of using CBM, specifically phoneme segmentation and oral reading fluency, as a progress monitoring tool with 1st Grade students. The researcher is a first grade teacher in her eighth year of …

What Does The Current Research Say About Effective Strategies For Teaching Reading Fluency?, Talia E. Dewitte

Honors Thesis

Reading fluency, a person’s ability to read with speed, accuracy, and prosody, is one of the five major dimensions of reading instruction. Effective reading fluency instruction is crucial to the success of developing readers. The ability to read fluently directly impacts the ability to engage in other reading skills, as instruction with reading fluency is often integrated with skills such as reading comprehension and phonics. There are a plethora of evidence-based strategies for teaching reading instruction. While these strategies vary the delivery of instruction or materials needed, they all share a foundation of thorough research and continued efficacy in the …

Graphic Models And Instructional Tools For Students With Special Needs (Revised), Edward A. Polloway, Jacqueline Lubin

LC Journal of Special Education

This document is intended for educators with interest in students with special needs. It provides various graphical models and instructional tools that relate to teaching reading, writing, math, and social studies and science to students with disabilities. The paper is divided into four sections: reading, writing, math, social studies and science. In each section, multiple examples of models are provided. The information provided can be used for general knowledge, as part of course content in special education classes and/or as reference material. The authors acknowledge the work of Allison Meade and Wendy Bailey-Joseph in developing an earlier edition of this …

The Impact Of Early Childhood Education On The Phonological Awareness Development Of Young Children, Antonia M. Charles

LC Journal of Special Education

The purpose of this research was to examine the effect of curriculum and pre-school programming of an early learning center on the phonemic and phonological performance of students. This research firstly examined whether there was a significant increase in students’ phonological awareness performance after instruction. It secondly compared the performance of students identified as coming from a low income household to those who were not identified as coming from a low income households. Finally, it examined the performance of students with disabilities to their counterparts without disabilities.

Phonemic Awareness: An Important Piece Of The Reading Puzzle, Brandi Booker

LC Journal of Special Education

The purpose of this paper is to provide research findings on phonemic awareness. The major topics to be discussed are assessment, strategies, and effectiveness. This paper will conclude with a discussion on the major topics and its importance for special education.

Reading And Students With Intellectual Disabilities: Using The Readers Workshop Model To Provide Balanced Literacy Instruction, Rebecca Mahlburg

LC Journal of Special Education

The purpose of this paper is to explain how reading skills benefit students with intellectual disabilities in multiple areas of their lives and to propose that Readers Workshop, a model used in many educational settings, may also be used in literacy instruction for students with intellectual disabilities. The major topics that will be addressed include the importance of reading for students with intellectual disabilities, historical approaches to teaching reading to students with intellectual disabilities, and an overview of reading instructional methods. Readers Workshop is described as it is commonly used in general education classrooms and benefits of using this model …

Reading Comprehension Interventions For Students With Learning Disabilities Or Reading Difficulties In Grades 3-12: A Literature Review, 2006-2011, Jessica R. Scott

LC Journal of Special Education

The purpose of this review is to summarize recent scientific studies of various reading comprehension interventions for students with reading difficulties in grades 3-12 in order to provide a quick reference for administrators and educators who are interested in the latest research on reading comprehension interventions. Additionally, research findings are presented on how to increase the frequency of effective instruction of reading comprehension in the classroom.

A Spark Of Light In The Darkness: A Framework Of Habits And Routines That Grow Literacy Identities, Andy Schoenborn

Michigan Reading Journal

Using familiar and flexible classroom routines, authentic literacy habits, and encouragement, his students moved from "I hate reading and writing" to self-identifying as readers and writers in a matter of eighteen weeks.

Examining The Effects Of The Write Sounds Intervention With First Grade Students, Brittany Wambold

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Students who have difficulty with reading and writing are at risk to continue having difficulty throughout their schooling. Lack of time and resources may be a contributing factor for students not receiving additional instruction for both skills. However, there is evidence that balanced reading and writing programs can be effective. The purpose of this study was to examine the effectiveness of the Write Sounds intervention for students who had deficits in reading and writing. This study was a multiple baseline across participants design with three first-grade students who showed difficulty with reading, spelling, and phonemic awareness. Students received 40 minutes …

Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston

Publications and Research

Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used …

The Formative Assessment Process: Influence And Impact, Tawyne A. Gibson

Master's Theses & Capstone Projects

This action research study investigated how formative data use influences teaching and learning, and what impact the formative process has on student outcomes. The study took place in a first-grade classroom with a group of five students over the course of four weeks. Participants were selected for the study because they scored in the 2nd to 11th percentile rank on the FastBridge Early Reading English assessment. Quantitative data was collected weekly for each of the four weeks using FastBridge Word Segmenting progress monitoring and then compared to baseline data taken before the study. A one-way between subjects ANOVA test was …

Effective Approaches In Reducing Reading Discrepancy Scores Between Students In General Education And Special Education, Jeannine M. Butler Ed.D., Karee O. Nasser Ed.D.

The Journal of Special Education Apprenticeship

This research study examined curricular and instructional approaches that help students who receive special education services meet common Illinois state standards as measured by annual state standardized testing. Despite having supportive accommodations and modifications, Illinois students who receive special education services have lagged behind their general education peers in meeting academic standards as measured by annual Illinois state testing. Participants included personnel from schools that were identified as being high performing while also having the smallest discrepancy between students in general education and special education. These schools were investigated to determine what approaches they use to have this reduced achievement …

Classroom Activities That Motivate Teens To Spend Leisure Time Reading, Laura A. Scott

All Electronic Theses and Dissertations

This thesis examines practices which foster an appreciation of reading in teens with disabilities. Research shows that when given choice and opportunity, young people are more inclined to read for pleasure. The purpose of this thesis is to find out how teachers can improve their classroom practices in ways that motivate these young people. Teens with learning disabilities in reading can be reluctant to engage in reading activities due to past negative experiences and failures. Teachers must help the students overcome any obstacles in the way of success and teach the importance of proficient reading skills. Readers enjoy a more …

Teacher Scaffolds During Word Solving In The Context Of The Interactive Strategies Approach-Extended (Isa-X) Intervention, Mary Elizabeth Arcidiacono

Legacy Theses & Dissertations (2009 - 2024)

Research has shown that reading intervention which incorporates word identification strategy instruction can help struggling students improve their reading ability (e.g., Gelzheiser, Scanlon, Vellutino et al., 2011; Scanlon, Gelzheiser, Vellutino et al., 2008; Vellutino, Scanlon, Small, et al., 2006). Since poor readers have benefited from interventions which include direct instruction of word identification strategies, my research focused on word identification strategy instruction; specifically, this study examined the types of scaffolds teachers provided to readers as they practiced being strategic word solvers while reading. This study compared the in-situ conversations between teachers using the Interactive Strategies Approach – Extended (ISA—X, Gelzheiser …

Effects Of The Helping Early Literacy With Practice Strategies (Helps) Program On Reading Fluency With English Language Learners, Heeyeon Chung

Legacy Theses & Dissertations (2009 - 2024)

The purpose of this study was to investigate the effect of the HELPS Program on the reading fluency skills of English Learners (ELs) using a multiple-baseline single case design methodology. Participants in this study included five ELs attending a public elementary school in northern New York State. Students were identified for participation through a review of available records indicating below-average reading fluency skills and/or teacher recommendations based on reading fluency performance in the classroom. Visual analysis and Hierarchical Linear Modeling (HLM) were used to evaluate Words Correct Per Minute (WCPM) scores from the Dynamic Indicators of Basic Early Literacy Skills …

Motivating The Unmotivated: How Are We Supporting Struggling Readers In Upper Elementary Classrooms?, Maci V. Wood

Honors College Theses

Motivating struggling students to read is a question considered by many general education reading teachers and special education teachers alike. Since student classroom experiences today differ greatly from classrooms of the past in terms of instructional practices and learning supports, scripted materials that seldom cater to student interest have often been promoted due to the pressure of standardized assessment. With little to no student engagement present in the classroom, it is up to the student to find the will to read or to the teacher to utilize alternative strategies in increasing student motivation (Cambria & Gunthrie, 2008). However, there is …

Spreading The Word: Reading, Journaling, And Social Engagement, M. Owens, Cynthia R. Chambers

Cynthia R. Chambers

No abstract provided.

Efficacy Of Differential Negative Reinforcement Of Alternative Behaviors To Improve Reading Comprehension, Nicole Goehring

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This multiple baseline across participants design answered the question: is a differential negative reinforcement of alternative (DNRA) behaviors effective in improving reading comprehension accuracy. Students with emotional/behavioral disorders (E/BD) often display challenging behaviors during academic lessons, typically to escape tasks they perceive to be aversive or those for which they lack sufficient academic achievement. Several function-based interventions have been used to address misbehavior due to this function such as providing easier work or asking for a break. However, differential negative reinforcement of alternative behavior (DNRA) is an intervention that directly addresses escape from work for which students possess the requisite …

Promoting Content Knowledge Of Secondary Students With Learning Disabilities Through Comprehension Strategies, Apryl L. Poch, Erica S. Lembke

Special Education and Communication Disorders Faculty Publications

Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science).

Assessing Reading And Mathematics Achievement Of Students With Disabilities In A Suburban Middle School, Terri Melissa Toomer

Theses and Dissertations

Co-teaching classrooms consist of general and special education teachers working together to benefit students with disabilities (SWDs). Many parents and teachers believe the content knowledge provided by general educators in the regular education setting, combined with the instructional service delivery model (SDM) expertise of special educators, will result in the greatest academic growth for SWDs. However, it is not known if SWDs served in one SDM progress at a faster rate than SWDs served in another SWD. Therefore, the focus of this study was to compare the reading and mathematics achievement of male and female middle school SDWs in two …

The Effect Of A Font Intervention For 4th And 5th Graders With Dyslexia, Steven L. Powell

Educational Specialist, 2009-2019

Dyslexie is a font developed by Christian Boer specifically to enhance reading fluency in students with dyslexia. The present study examined its potential impact on the performance of 36 4^th and 5^th grade students with SLD on story reading. We found that Dyslexie, when compared to other common fonts that have been adjusted to control for Dyslexie’s large size and spacing, appears to have no effect on readers’ ability to read text correctly, comprehend text, or read faster.

The Effect Of Font Type On Sight Word Reading Performance Of 4th And 5th Grade Students With Reading Disabilities, Denton S. Warburton

Educational Specialist, 2009-2019

Reading interventions are a crucial component to combat barriers associated with reading difficulties. Within the education realm, nearly 50% of students who receive special education supports have a Specific Learning Disability (Gargiulo, 2006). As a result, the development and implementation of effective and targeted interventions is critical. Christian Boer developed a font called Dyslexie to help remediate reading difficulties of individuals with Dyslexia (Boer, 2011). However, studies by de Leeuw (2010) and Pjipker (2013) provide inconsistent supportive evidence, regarding the effectiveness of Dyslexie. The current study sought to examine the effectiveness of Dyslexie as compared to Arial on sight word …

Book Review - Teaching African American Learners To Read, Tiffany A. Flowers

Journal of Research Initiatives

No abstract provided.

Adapted Shared Storybook Reading: A Study Of Its Application For Children With Autism Spectrum Disorders And In Home Settings, Andrea Golloher

Faculty Publications

This study investigated the use of an adapted shared reading protocol with three children with autism spectrum disorders (ASD) in home settings. Using a multiple baseline across participants design, this investigation replicated and extended a previous investigation by Browder et al. to children with ASD and home settings. In addition, this study was to investigate whether individual components of the intervention package contributed to its overall effectiveness. Finally, the extent to which the participating children generalized their ability to engage in adapted shared reading with the researcher to shared reading with their parents was explored. The results of the investigation …

Probing The Enactment Of Reading Miscues: A Study Examining Reading Fluency, Edward Lehner

Publications and Research

Subsequent to the National Reading Panel’s (2000) report, more researchers have been examining the role that reading fluency plays in the development of a child’s reading skills. This study investigated the efficacy of the National Reading Panel’s research claim that a child learns reading fluency skills mainly through phonics and decoding instruction. Using a methodology to track the source of reading miscues, this paper demonstrates that a student’s cultural and semantic knowledge of text vitally influences the development of reading fluency skills. Specifically, the findings suggest that a child culturally enacts reading fluency both through graphophonic and semantic knowledge of …

Working Memory Difficulties And Eligibility For K-12 Special Education, Corrie L. Wilson

Walden Dissertations and Doctoral Studies

Working memory (WM) has long been associated with deficiencies in reading. Approximately 35% of students in the United States who receive special education services do so under the category of specific learning disability (SLD). The study's theoretical underpinning was Baddeley's model of WM; previous research revealed a significant literature gap regarding how WM difficulties affect eligibility for special education under the category of SLD in reading. In this quasi-experimental study, a purposive sample was taken from archival data of two groups of K-12 students who had been referred for special education eligibility evaluation: The two groups were students evaluated for …

Assessment Of The Impact Of Reading Mastery Implementation On A Group Of First To Third Grade Students Receiving Special Education Services, Christopher Martin Jones

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Reading Mastery was instituted with a group of first to third grade students receiving special education services as a supplemental reading intervention to regular education reading instruction. The students were enrolled in a kindergarten through eighth grade rural, Title I school with a high Native American population. Student performance was assessed with the easyCBM reading measure and the Fountas and Pinnell Benchmark Assessment System (Field Study, 2016).

Results showed that students who received the Reading Mastery intervention performed with mixed results on the easyCBM measure not making clear gains in all areas. The Fountas and Pinnell measure showed gains commensurate …

The Efficacy Of Structured Repeated Reading As A Method To Increase Reading Fluency, Ryan Capriotti

All Capstone Projects

Since reading is such a significant component of student success, it is important to perform research to determine which reading strategies and approaches are most effective. The purpose of this study was to explore Structured Repeated Reading as a beneficial reading strategy, in particular with students diagnosed with a reading disorder. There were eight students that participated in the study, all with similar reading difficulties and all that have been diagnosed with a Specific Learning Disability (SLD) in the area of Reading. Specifically, four of the students were educated in an instructional, resource room setting (I), and four of the …