scholarly journals Efficacy of a high school extensive reading intervention for English learners with reading difficulties.

2019 ◽  
Vol 111 (3) ◽  
pp. 373-386 ◽  
Author(s):  
Sharon Vaughn ◽  
Leticia R. Martinez ◽  
Kelly J. Williams ◽  
Jeremy Miciak ◽  
Anna-Mária Fall ◽  
...  
Keyword(s):  
High School ◽  
Reading Intervention ◽  
English Learners ◽  
Reading Difficulties ◽  
Extensive Reading

Effects of a Reading Intervention and a Mentoring Intervention for Ninth-Grade English Learners with Reading Difficulties

2021 ◽  
pp. 1-26
Author(s):  
Sharon Vaughn ◽  
Leticia Martinez ◽  
Kelly J. Williams ◽  
Jeremy Miciak ◽  
Anna-Mária Fall ◽  
...  
Keyword(s):  
Reading Intervention ◽  
English Learners ◽  
Reading Difficulties ◽  
Ninth Grade

Pilot evaluation of a partner-supported online reading intervention for Grade 3–6 children

2021 ◽  
pp. 026565902198940
Author(s):  
Jessica Dean ◽  
Michelle Pascoe ◽  
Jane le Roux
Keyword(s):  
Prospective Study ◽  
Retrospective Analysis ◽  
Reading Intervention ◽  
Reading Difficulties ◽  
Reading Rate ◽  
Control Groups ◽  
Reading Accuracy ◽  
Significant Difference ◽  
Reading Partners ◽  
And Control

Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for South African children with reading difficulties. Objectives were to qualitatively describe participants’ experience of the intervention, and quantitatively evaluate changes in reading accuracy, rate, comprehension and receptive vocabulary after intervention. Two studies were conducted: (1) A retrospective analysis using data from intervention in mainstream Cape Town schools with peers as reading partners; (2) A prospective study in a Cape Town school with special needs educational provision where speech-language therapists served as reading partners. Both studies used matched participant, pre/post intervention designs. A total of 40 children in grades 3 to 6 participated. In each study the intervention group ( n = 20) received intervention 3 times per week (30 minutes per session) for 10 weeks, while the control group ( n = 20) continued with regular school activities. Participants enjoyed the ICT-based intervention, valued the role of the reading partners, believed they had made literacy gains, and reported positive attitudinal and behavioural changes related to reading. Retrospective analysis revealed no statistically significant differences between intervention and control groups. The prospective study found a statistically significant difference between the intervention and control groups’ gains on one measure of reading rate, but no significant difference in reading accuracy, vocabulary or reading comprehension gains. The study provides a preliminary description of one ICT-based reading intervention. Although an intervention effect could not be demonstrated, the changes noted in reading rate together with qualitative findings suggest a need for further research.

Moving Towards Translanguaging

2020 ◽  
pp. 208-232
Author(s):  
Mara R. Barbosa
Keyword(s):  
High School ◽  
Language Learning ◽  
English Learners ◽  
Academic Language ◽  
Language Skills ◽  
Learning Needs ◽  
Teaching Models ◽  
The University ◽  
Pedagogical Changes

Emerging bilinguals at US schools are generally subject to programs that are inadequate for their learning needs. It is crucial to find teaching models through which they can develop their academic language skills. This chapter presents the program Learn from the Experts, a partnership between a university and a high school, that fosters collaboration between Spanish and English learners. In this program, which follows the translanguaging pedagogy, Spanish learners from the university meet to collaborate with Spanish heritage English learners from the high school in lessons designed to develop each of the participants' skills in the language they are learning. The chapter also presents pedagogical changes made to the program resulting from the program team's reflection. It contributes to the development of models that support emerging bilinguals' language learning through collaboration with more experienced speakers without compelling speakers of minoritized languages to distance themselves from their languages and cultures.

Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools

2010 ◽  
Vol 76 (4) ◽  
pp. 394-416 ◽  
Author(s):  
Carolyn A. Denton ◽  
Kim Nimon ◽  
Patricia G. Mathes ◽  
Elizabeth A. Swanson ◽  
Caroline Kethley ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Intervention ◽  
Word Reading ◽  
Reading Difficulties ◽  
Early Reading ◽  
First Grade ◽  
Supplemental Reading ◽  
Early Reading Intervention ◽  
To Receive ◽  
Typical School

This effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n = 182) or typical school practice (TSP; n = 40). About 43% of the TSP students received an alternate school-provided supplemental reading intervention. Results indicated that the RRI group had significantly higher outcomes than the TSP group on multiple measures of reading. About 91% of RRI students and 79% of TSP students met word reading criteria for adequate intervention response, but considerably fewer met a fluency benchmark.

Reading Difficulties of High-School Pupils

1938 ◽  
Vol 46 (1) ◽  
pp. 44-47 ◽  
Author(s):  
Linda Barry ◽  
Mable Madden ◽  
Marjorie Pratt
Keyword(s):  
High School ◽  
Reading Difficulties
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