Multisyllabic Word-Reading Instruction With and Without Motivational Beliefs Training for Struggling Readers in the Upper Elementary Grades: A Pilot Investigation

2017 ◽  
Vol 117 (4) ◽  
pp. 593-615 ◽  
Author(s):  
Jessica R. Toste ◽  
Philip Capin ◽  
Sharon Vaughn ◽  
Garrett J. Roberts ◽  
Devin M. Kearns
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Word Reading ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Motivational Beliefs ◽  
Pilot Investigation

Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency

2016 ◽  
Vol 52 (5) ◽  
pp. 270-278 ◽  
Author(s):  
Jessica R. Toste ◽  
Kelly J. Williams ◽  
Philip Capin
Keyword(s):  
Reading Instruction ◽  
Instructional Practices ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Word Reading ◽  
Upper Elementary ◽  
Students With Learning Disabilities ◽  
Elementary Years ◽  
Monosyllabic Words ◽  
Complex Words

Poorly developed word recognition skills are the most pervasive and debilitating source of reading challenges for students with learning disabilities (LD). With a notable decrease in word reading instruction in the upper elementary grades, struggling readers receive fewer instructional opportunities to develop proficient word reading skills, yet these students face greater amounts of texts with more complex words. Poor decoders, even those who can fluently read monosyllabic words, often have difficulty with multisyllabic words, yet the average number of syllables in words that students read increases steadily throughout their school years. As such, it is necessary to identify instructional practices that will support the continued reading development of students into the upper elementary years. This article discusses the difficulty involved in multisyllabic word reading and describes five research-based instructional practices that promote the multisyllabic word reading fluency of struggling readers, particularly those with LD.

scholarly journals Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research

2009 ◽  
Vol 23 (8) ◽  
pp. 889-912 ◽  
Author(s):  
Jeanne Wanzek ◽  
Jade Wexler ◽  
Sharon Vaughn ◽  
Stephen Ciullo
Keyword(s):  
Struggling Readers ◽  
Reading Interventions ◽  
Upper Elementary ◽  
Elementary Grades

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.

Reading and Writing Instruction in the Upper Elementary Grades

2016 ◽  
Vol 52 (5) ◽  
pp. 259-261 ◽  
Author(s):  
Jessica R. Toste ◽  
Stephen Ciullo
Keyword(s):  
Academic Success ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Students With Learning Disabilities ◽  
Reading And Writing ◽  
Students With Ld

This special issue of Intervention in School and Clinic supports the knowledge and skills of educators who provide reading and writing intervention to students with learning disabilities (LD) in the upper elementary grades. Grades 3 through 5 are critical to long-term academic success because, for many students with LD, foundational literacy skills are still developing during a time when reading and writing tasks become more challenging. In this issue, evidence-based instructional practices and strategies are presented. The articles in this issue include interventions for improving word reading skills, written expression, advanced reading comprehension, as well as motivation and self-determined learning. Detailed teaching steps, classroom examples, and suggestions for classroom resources are included.

A Clinical Study of Twenty-seven Children Exhibiting Functional Hearing Loss

1981 ◽  
Vol 12 (1) ◽  
pp. 26-35 ◽  
Author(s):  
Donald L. McCanna ◽  
Giacinto DeLapa
Keyword(s):  
Hearing Loss ◽  
Clinical Study ◽  
Early Identification ◽  
Behavioral Responses ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Ability Level ◽  
Hearing Problem

This report reviews 27 cases of children exhibiting functional hearing loss. The study reveals that most students were in the upper elementary grades and were predominantly females. These subjects were functioning below their ability level in school and were usually in conflict with school, home, or peers. Tests used were selected on the basis of their helping to provide early identification. The subjects' oral and behavioral responses are presented, as well as ways of resolving the hearing problem. Some helpful counseling techniques are also presented.

Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities

2021 ◽  
pp. 002221942199984
Author(s):  
Cheryl Varghese ◽  
Mary Bratsch-Hines ◽  
Heather Aiken ◽  
Lynne Vernon-Feagans
Keyword(s):  
At Risk ◽  
Reading Instruction ◽  
Word Reading ◽  
Literacy Coaching ◽  
Supplemental Instruction ◽  
Development Program ◽  
Intervention Fidelity ◽  
Students At Risk ◽  
Oral Vocabulary ◽  
Second Year

Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality) of targeted reading instruction (TRI, formerly called targeted reading intervention), a professional development program with embedded student intervention and weekly webcam literacy coaching support, was related to spring reading and oral vocabulary gains for students at risk for reading-related disabilities. The study also examined whether teachers’ years of participation in TRI (1 year vs 2 years) moderated associations between intervention fidelity and students’ reading and oral vocabulary outcomes. Findings suggested that teachers’ adherence to TRI strategies was directly associated with students’ vocabulary gains as well as word reading skills for teachers in their second year of participation. Furthermore, when teachers provided students with more TRI exposure during their second year of participation, students made greater gains in word reading and reading comprehension.

Multicomponent Reading Interventions for Students With Intellectual Disability

2017 ◽  
Vol 39 (4) ◽  
pp. 229-242 ◽  
Author(s):  
Kemal Afacan ◽  
Kimber L. Wilkerson ◽  
Andrea L. Ruppar
Keyword(s):  
Intellectual Disability ◽  
Literature Review ◽  
General Education ◽  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Future Research ◽  
Sight Word ◽  
The Impact

Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general education, it is logical to examine the impact of multicomponent reading interventions for students with ID. The purpose of this literature review was to examine characteristics, outcomes, and quality of multicomponent reading interventions for students with ID. In this review, seven empirical articles fit the inclusionary criteria. Findings indicate that students with ID who were exposed to multicomponent reading programs significantly improved their reading skills compared to their peers with ID who received traditional sight word instruction or to their previous reading performance. This literature review highlights effective strategies used to provide multicomponent reading instruction to students with ID. Implications for reading instruction for students with ID are provided, along with implications for future research.

scholarly journals Effects of Fluency Oriented Instruction on Motivation for Reading of Struggling Readers

2020 ◽  
Vol 10 (3) ◽  
pp. 56
Author(s):  
Gene Mehigan
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Primary Schools ◽  
Positive Impact ◽  
Structured Interviews ◽  
Educationally Disadvantaged ◽  
Disadvantaged Communities ◽  
Research Questions ◽  
Teachers And Parents ◽  
Conversational Interviews

This paper looks at the effects of an intervention, based on fluency oriented reading instruction (FORI), on the motivation for reading among struggling readers in First Class in Irish primary schools. The intervention took place in learning support settings in three primary schools located in urban educationally disadvantaged communities in North Dublin. The study was conducted through a pragmatic lens with research questions framed to shed light on the motivation for reading of students in First Class from disadvantaged backgrounds. A mixed methods design with a concurrent triangulation strategy was employed, facilitating the exploration of multiple research questions using questionnaires and semi-structured interviews with teachers and parents and conversational interviews and surveys with students. The perspective of reading motivation guiding the study recognised the overlapping influences of teachers, parents and the student himself or herself. Findings, as reported by these research informants, indicate that the FORI intervention had a positive impact on the motivation for reading of struggling readers in First Class. In particular, the intervention was found to decrease students’ perceived difficulty with reading and increase their reading self-efficacy and orientation towards reading.

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