scholarly journals Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention

2015 ◽  
Vol 30 (4) ◽  
pp. 159-170 ◽  
Author(s):  
Eunsoo Cho ◽  
Garrett J. Roberts ◽  
Philip Capin ◽  
Greg Roberts ◽  
Jeremy Miciak ◽  
...  
Keyword(s):  
Reading Intervention ◽  
Self Efficacy ◽  
Fourth Grade ◽  
Inadequate Responders

scholarly journals Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition

2016 ◽  
Vol 47 (3) ◽  
pp. 155-162 ◽  
Author(s):  
Virginia C. Stage ◽  
Ashley Roseno ◽  
Caroline D. Hodges ◽  
Jana Hovland ◽  
Sebastian Diaz ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Science Curriculum ◽  
Fourth Grade

scholarly journals Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth-Grade Students

2012 ◽  
Vol 78 (3) ◽  
pp. 318-334 ◽  
Author(s):  
Kristen D. Ritchey ◽  
Rebecca D. Silverman ◽  
Elizabeth A. Montanaro ◽  
Deborah L. Speece ◽  
Christopher Schatschneider
Keyword(s):  
At Risk ◽  
Reading Intervention ◽  
Fourth Grade ◽  
Tier 2 ◽  
Supplemental Reading ◽  
Fourth Grade Students

scholarly journals Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School

2014 ◽  
Vol 43 (4) ◽  
pp. 407-427
Author(s):  
Jeremy Miciak ◽  
Karla K. Stuebing ◽  
Sharon Vaughn ◽  
Greg Roberts ◽  
Amy E. Barth ◽  
...  
Keyword(s):  
Middle School ◽  
Reading Intervention ◽  
Inadequate Responders

scholarly journals Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

2017 ◽  
Vol 10 (7) ◽  
pp. 158 ◽  
Author(s):  
Naomi A. N. Y. Boakye
Keyword(s):  
Reading Intervention ◽  
Self Efficacy ◽  
Reading Interventions ◽  
Reading Proficiency ◽  
Likert Scale ◽  
First Year ◽  
Intervention Programme ◽  
Poor Reading ◽  
Specific Reading ◽  
Reading Profiles

There have been a number of studies on reading interventions to improve students’ reading proficiency, yet the majority of these interventions are undertaken with the assumption that students’ reading challenges are obvious and generic in nature. The interventions do not take into consideration the diversity in students’ reading backgrounds and the specific nature of the challenges. Thus interventions may not address students’ specific reading needs. This paper reports on a study that explored students’ reading profiles as a needs analysis for an intervention programme to improve the reading proficiency of first-year Sociology students. The aim was to investigate the students’ reading backgrounds to determine their specific reading needs. A Likert scale questionnaire with an open-ended section was used to explore the students’ reading profiles. The Likert scale questions were analysed quantitatively, while the open-ended questions were analysed qualitatively. In addition, a regression analysis was conducted to determine the correlation between students’ use of strategies and their self-efficacy levels. The findings show that a number of students have little reading experience, use inappropriate reading strategies, and have low self-efficacy and poor reading habits. In addition, students identified comprehension, language, vocabulary, length and density of Sociology texts as factors compounding their reading challenges. This paper discusses the implications of these findings in designing an appropriate reading intervention programme for this cohort.

scholarly journals A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention

2010 ◽  
Vol 16 (3) ◽  
pp. 526-536 ◽  
Author(s):  
AMY E. BARTH ◽  
CAROLYN A. DENTON ◽  
KARLA K. STUEBING ◽  
JACK M. FLETCHER ◽  
PAUL T. CIRINO ◽  
...  
Keyword(s):  
Reading Intervention ◽  
Reading Disabilities ◽  
Postural Stability ◽  
Intervention Study ◽  
Reading Interventions ◽  
Rapid Naming ◽  
Poor Readers ◽  
Reading Scores ◽  
Inadequate Responders ◽  
Typically Achieving

AbstractThe cerebellar hypothesis of dyslexia posits that cerebellar deficits are associated with reading disabilities and may explain why some individuals with reading disabilities fail to respond to reading interventions. We tested these hypotheses in a sample of children who participated in a grade 1 reading intervention study (n = 174) and a group of typically achieving children (n = 62). At posttest, children were classified as adequately responding to the intervention (n = 82), inadequately responding with decoding and fluency deficits (n = 36), or inadequately responding with only fluency deficits (n = 56). Based on the Bead Threading and Postural Stability subtests from the Dyslexia Screening Test-Junior, we found little evidence that assessments of cerebellar functions were associated with academic performance or responder status. In addition, we did not find evidence supporting the hypothesis that cerebellar deficits are more prominent for poor readers with “specific” reading disabilities (i.e., with discrepancies relative to IQ) than for poor readers with reading scores consistent with IQ. In contrast, measures of phonological awareness, rapid naming, and vocabulary were strongly associated with responder status and academic outcomes. These results add to accumulating evidence that fails to associate cerebellar functions with reading difficulties. (JINS, 2010, 16, 526–536.)

Promoting Elementary Physical Education: Results of a School-Based Evaluation Study

2009 ◽  
Vol 37 (3) ◽  
pp. 377-389 ◽  
Author(s):  
Trina Boyle-Holmes ◽  
Lisa Grost ◽  
Lisa Russell ◽  
B.A. Laris ◽  
Leah Robin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motor Skills ◽  
Motor Skill ◽  
Self Efficacy ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Activity Levels ◽  
Student Survey ◽  
Physical Activity Levels

Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan’s Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill—specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than standard PE curricula at improving motor skill performance (fourth- and fifth-grade cohorts) and at increasing self-reported motor skill-specific self-efficacy and physical activity (fourth-grade cohort).

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