Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers

2020 ◽  
Vol 63 (5) ◽  
pp. 491-497
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Struggling Readers ◽  
Word Reading ◽  
Older Struggling Readers

Skill Moderators of the Effects of a Reading Comprehension Intervention

2018 ◽  
Vol 85 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Nathan H. Clemens ◽  
Eric Oslund ◽  
Oi-man Kwok ◽  
Melissa Fogarty ◽  
Deborah Simmons ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Word Reading ◽  
Word Identification ◽  
Controlled Trial ◽  
Vocabulary Knowledge ◽  
Moderation Effect ◽  
Experimental Intervention

This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental intervention included components that targeted word reading, reading fluency, and vocabulary, we hypothesized that students with lower pretest performance in those skill domains would benefit more from the intervention compared to students with relatively stronger pretest performance or students who received school-implemented (business-as-usual) intervention. Results indicated that pretest word identification efficiency and vocabulary did not moderate the effects of the intervention; however, moderation effects were observed for pretest oral reading fluency such that reading comprehension gains of students with lower pretest fluency were greater in the experimental intervention compared to students with higher pretest fluency or in the comparison condition. Reasons for the moderation effect are discussed. Findings underscore the use of moderation analyses when evaluating multicomponent interventions.

The Understanding Words Reading Intervention: Evidence From a Case Series Design

2012 ◽  
Vol 36 (2) ◽  
pp. 134-154
Author(s):  
Craig Wright ◽  
Elizabeth G. Conlon ◽  
Michalle Wright
Keyword(s):  
Struggling Readers ◽  
Reading Intervention ◽  
Word Reading ◽  
Case Series ◽  
Maintenance Phase ◽  
Preliminary Evidence ◽  
Regular Word ◽  
Irregular Word ◽  
Education Professionals ◽  
Series Design

Using a case-series design with double baseline and 10-week maintenance phase, 5 struggling readers from middle- to high-income families (age range 6.4–7.9 years) completed a 5-times-weekly intervention (96 sessions) administered by a parent. All participants completed the intervention with phonological decoding, text-reading accuracy and reading comprehension scores above the 30th percentile. Regular-word reading improved significantly, and 3 out of 5 participants achieved average levels at postintervention testing. Growth of 0.58 standard deviations (SD) was seen in one participant on a test of irregular-word reading. The other 4 participants made growth of > 0.8 SD. However, only 1 participant achieved average levels at postintervention testing on the irregular-word reading measure. Results provide preliminary support for the effectiveness of the intervention in improving word-level decoding and comprehension in struggling readers. Most important, the data provide preliminary evidence that some parents can function as paraprofessionals and provide effective reading intervention for struggling readers. Special education professionals may be able to work around limited funding for struggling readers by recruiting, training, and supervising parents.

scholarly journals Intervention Targeting Reading and Working Memory among Struggling Readers in Primary School

2021 ◽  
Vol 9 (11) ◽  
Author(s):  
Linda Fälth ◽  
Irma Brkovic
Keyword(s):  
Working Memory ◽  
Struggling Readers ◽  
Short Term Memory ◽  
Word Reading ◽  
Intervention Group ◽  
Memory Training ◽  
Control Group ◽  
Specific Information ◽  
Short Term ◽  
Term Memory

Working memory is one of our core cognitive functions. It allows us to keep information in mind for shorter periods of time, allowing us to process and work with that specific information. In this randomized control trial, the effects of a training program that combine reading training and working memory training among struggling readers aged 8-9 were investigated. 30 pupils were included in the intervention group and 17 were assigned to the control group. The intervention group received a total of 60 training sessions divided into two eight-week training periods with a four-week pause in between. The results show that children in the intervention group improved significantly better than children in the control group on eight tests: Reading comprehension, Word decoding, Nonsense-word reading, Short-term memory, Working memory, Visuospatial short-term memory, Visuospatial working memory and Working memory for words. The effect was not confirmed for Sight word seeing.

scholarly journals Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers

2018 ◽  
Vol 52 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Jessica R. Toste ◽  
Philip Capin ◽  
Kelly J. Williams ◽  
Eunsoo Cho ◽  
Sharon Vaughn
Keyword(s):  
Struggling Readers ◽  
Text Comprehension ◽  
Word Reading ◽  
Fifth Grade ◽  
Future Research ◽  
Motivational Beliefs ◽  
Standardized Measures ◽  
Randomized Control ◽  
Business As Usual ◽  
Main Effects

This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers ( n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work. The intervention was replicated with a three-condition design: MWR only, MWR with a motivational beliefs component, and business-as-usual control. Students were tutored in small groups for 40 lessons (four 40-min lessons each week). When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension. Furthermore, there was a noted interaction between English learner status and treatment on spelling performance. There were no statistically significant main effects between the MWR groups on proximal or standardized measures of interest. Findings are discussed in terms of their relevance to MWR instruction for students with persistent reading difficulties and considerations for future research related to the malleability of motivation.

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