The Power of Series Books for Struggling Readers

2019 ◽  
Vol 73 (6) ◽  
pp. 813-813
Author(s):  
Jacqueline Leathers
Keyword(s):  
Struggling Readers ◽  
Series Books

Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach

2017 ◽  
Vol 2 (1) ◽  
pp. 105-112 ◽  
Author(s):  
Ginger Collins ◽  
Julie A. Wolter
Keyword(s):  
Struggling Readers ◽  
Morphological Awareness ◽  
Reading Acquisition ◽  
Fourth Grade ◽  
School Age ◽  
Academic Vocabulary ◽  
Motivation To Read ◽  
Elementary Years

The multilinguistic skills of phonological, orthographic, and morphological awareness codevelop and appear to all be important for reading acquisition in the elementary years. By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.

Phrase-Reading Mediates Between Words and Syntax in Struggling Adolescent Readers

2019 ◽  
Vol 41 (3) ◽  
pp. 162-175 ◽  
Author(s):  
Patsy Nomvete ◽  
Susan R. Easterbrooks
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Ability ◽  
Reading Rate ◽  
Hierarchical Regression ◽  
Syntactic Awareness ◽  
Adolescent Readers ◽  
Struggling Adolescent Readers ◽  
Positive Significant Correlation ◽  
Passage Reading

The components involved in adolescent reading are complex and not clearly understood in struggling readers. Phrase reading, a language skill associated with prosodic understanding of syntactic phrases, has received little attention. We studied 70 adolescent readers including delayed readers to answer the following questions: (a) Do phrase-reading ability, syntactic awareness, passage-reading rate, and reading comprehension have a positive, significant correlation; (b) Do language-related variables (i.e., phrasing ability, syntactic awareness) account for more of the variance in comprehension than passage-reading rate; (c) Does phrase-reading ability, as measured by phrase-level prosody, provide a mechanism for, or at least partially mediate, how passage-reading rate and syntactic awareness affect reading comprehension? Data were analyzed using hierarchical regression and mediation regression. All answers were affirmative suggesting that researchers studying adolescent struggling readers should investigate prosodic phrasing-reading ability as a tool for improving reading comprehension.

scholarly journals Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities

2021 ◽  
Vol 11 (5) ◽  
pp. 209
Author(s):  
Olga Arias-Gundín ◽  
Ana García Llamazares
Keyword(s):  
Learning Disabilities ◽  
Early Detection ◽  
Struggling Readers ◽  
Learning Problems ◽  
Effective Practices ◽  
Review Of The Literature ◽  
Monitoring Methods ◽  
Students At Risk ◽  
Prevention And Early Detection ◽  
Rti Model

(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A systematic review of the literature published between 2010 and 2020 was performed, analyzing in the 31 selected articles, the identification and monitoring methods and the interventions at the different tiers of the RtI model. (3) Results: There are different methods to identify struggling readers, and there is no consensus on the matter. There are also many differences in the implementation of the different tiers of the RtI model; however, its effectiveness is demonstrated. (4) Conclusions: The implementation of the RtI model in a flexible way adapted to the circumstances of each moment, and can be considered as a highly effective resource in the prevention and early detection of reading learning problems.

Our Repressed Reading Addictions: Teachers and Young Adult Series Books

1997 ◽  
Vol 86 (3) ◽  
pp. 68
Author(s):  
Louann Reid ◽  
Ruth K. J. Cline
Keyword(s):  
Young Adult ◽  
Series Books
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