scholarly journals Read Like Me: An Intervention for Struggling Readers

2020 ◽  
Vol 10 (3) ◽  
pp. 57
Author(s):  
Chase Young ◽  
Stacey Lagrone ◽  
Joyce McCauley
Keyword(s):  
Struggling Readers ◽  
Grade Level ◽  
Single Case ◽  
Repeated Reading ◽  
Second Grade ◽  
Word Knowledge ◽  
Viable Option ◽  
Decoding Skills ◽  
Developing Readers ◽  
Below Grade Level

The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention deficit hyperactive disorder. Using a single-case experimental design, the intervention was monitored in four phases, including a baseline, intervention coupled with regular schooling, intervention only, and a return to baseline. The results indicated that the intervention combined with regular schooling improved his reading expression and rate and also his decoding skills, word knowledge, and reading comprehension. In conclusion, the authors offer Read Like Me as one more intervention that may be a viable option for teachers in their effort to support developing readers.

scholarly journals The Effectiveness of Repeated Reading on Increasing the Reading Fluency of Struggling Readers

2017 ◽  
Vol 2 (2) ◽  
pp. 74
Author(s):  
Ashley J. Holder
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Grade Level ◽  
Repeated Reading ◽  
First Grade ◽  
Elementary Student ◽  
Student Reading ◽  
Below Grade Level

The purpose of this study was to determine the effectiveness of repeated reading intervention for increasing the reading fluency of an elementary student reading below grade level. Measures compared the fluency of a first grade student reading below grade level after participating in a repeated training for six weeks. Assessments to determine fluency prior to and after training were conducted to evaluate the effectiveness of the repeated reading intervention on the fluency scores of the student.Results of this study, based on pre and post-assessment data, indicated that repeated readings are an effective practice for increasing the reading fluency of struggling readers. The student showed significant improvement with her reading fluency. In addition, she showed gains on her running record and oral reading fluency scores.

scholarly journals Fluency-Oriented Reading Instruction

2005 ◽  
Vol 37 (1) ◽  
pp. 25-60 ◽  
Author(s):  
Steven A. Stahl ◽  
Kathleen M. Heubach
Keyword(s):  
Reading Instruction ◽  
Program Implementation ◽  
Grade Level ◽  
Repeated Reading ◽  
Reading Program ◽  
Second Grade ◽  
Basal Reading ◽  
Home Reading ◽  
Instructional Level ◽  
Teachers Attitudes

This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.

Reflections and Symmetrya–a Second-Grade Miniunit

1987 ◽  
Vol 35 (2) ◽  
pp. 8-11
Author(s):  
Ernest Woodward ◽  
Patsy G. Buckner
Keyword(s):  
Elementary School ◽  
Small Groups ◽  
Grade Level ◽  
Second Graders ◽  
Second Grade ◽  
Group Of Seven ◽  
The Third ◽  
Below Grade Level ◽  
Fort Campbell

At Marshall Elementary School, Fort Campbell, Kentucky, students are assigned to small groups for instruction on specific mathematics topics. Assignments to these groups are made on the basis of when students are “ready” for a particular topic. The five-day mini unit described in this article was taught to a group of seven second graders and one third grader. The second graders were slightly above grade level and the third grader was slightly below grade level.

scholarly journals Self-Questioning Strategy for Struggling Readers: A Synthesis

2019 ◽  
pp. 074193251988033
Author(s):  
Johny Daniel ◽  
Kelly J. Williams
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Grade Level ◽  
Single Case ◽  
Strategy Instruction ◽  
Single Case Design ◽  
Students With Learning Disabilities ◽  
Design Studies ◽  
K 12 ◽  
Case Design

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965–2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included eight group design and two single-case design studies. Overall, the effects of SQ strategy instruction on students’ reading comprehension outcomes were mixed. No clear trends of the effects of SQ strategy intervention were associated with participants’ grade level and type of instruction (explicit or nonexplicit instruction). Effects of the total number of hours of SQ strategy instruction on students’ reading outcomes varied slightly with medium to large effects for students receiving two or more total hours of strategy instruction.

Factor Analytic Study of Perceptual-Motor Attributes as Measured by Two Test Batteries

1972 ◽  
Vol 34 (1) ◽  
pp. 227-230 ◽  
Author(s):  
Dolores Geddes
Keyword(s):  
Visual Discrimination ◽  
Grade Level ◽  
Dynamic Balance ◽  
Second Grade ◽  
Body Perception ◽  
Motor Patterns ◽  
Test Items ◽  
Mentally Retarded Children ◽  
The Individual ◽  
Motor Acts

This study factor analyzed the scores of 80 first and second grade level public school children on the 28 test items of the Perceptual-motor Attributes of Mentally Retarded Children and Youth battery and the Purdue Perceptual-motor Survey. 10 factors were extracted and 9 were named: Visual Tracking, Visual Discrimination and Copying of Forms, Visual Discrimination and Copying of Rhythmic Patterns, Verbal Body Image, Dynamic Balance, Spatial Body Perception, Postural Maintenance, Visual Discrimination and Copying of Motor Patterns, and Gross Agility. The study indicated that the individual test items are very specific in nature, i.e., they measure very specific perceptual-motor acts.

scholarly journals EFL Textbook Analysis: A Case Study

2012 ◽  
Vol 14 (3) ◽  
pp. 27 ◽  
Author(s):  
Harison Mohd Sidek
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Grade Level ◽  
Textbook Analysis ◽  
Secondary Curriculum ◽  
Upper Secondary ◽  
Below Grade Level

The purpose of the present study was to determine how well Malaysian EFL Secondary Curriculum prepares upper secondary students for tertiary reading in English. This study is explorative in nature. The data for this study were acquired from a Malaysian national EFL upper secondary textbook. The data were in the form of comprehension reading passages in the selected EFL textbook. In this case study, reading instructional design in the EFL textbook was analyzed in terms of types and the grade-level length of passages used in the textbook. The findings show that reading instructional design in the EFL textbook significantly emphasizes the use of narrative passages with the majority of the passages being below grade-level texts.

scholarly journals Components of Reading Skill in Postkindergarten Precocious Readers and Level-Matched Second Graders

1993 ◽  
Vol 25 (2) ◽  
pp. 181-208 ◽  
Author(s):  
Nancy Ewald Jackson ◽  
Gary W. Donaldson ◽  
Joseph R. Mills
Keyword(s):  
Word Reading ◽  
Word Identification ◽  
Second Graders ◽  
Second Grade ◽  
Developing Readers ◽  
Component Skills ◽  
Multiple Indicator ◽  
Text Reading ◽  
Disabled Readers ◽  
Average Readers

Precocious readers are children who have made exceptionally rapid progress in beginning literacy. This study of precocious readers was designed to describe their skills in two ways: (a) by identifying any special strengths or weaknesses in precocious readers' component skills, relative to the skills of older but less rapidly developing readers, and (b) by identifying the extent to which individual differences in the skill patterns of precocious readers are multidimensional. The cognitive, word-reading, and text-reading skills of 116 postkindergarten precocious readers were compared with those of 123 second graders, mostly above-average readers, who were matched with the precocious readers on reading comprehension level. The two groups were compared using multiple-indicator modeling techniques. The same factor pattern accounted for the performance of both groups on a set of 29 measures. Therefore, comparisons of factor mean levels and factor covariances were interpretable. No meaningful weaknesses were identified in the average skill pattern of postkindergarten precocious readers. Their strengths tended to mirror weaknesses often identified among disabled readers. Precocious readers are especially rapid text readers, and they also are accurate identifiers of individual words, able to draw on strong phonological analysis skills as well as orthographic processes. However, covariances between orthographic and phonological word identification and between oral text-reading accuracy and effectiveness were lower for precocious than for second-grade readers, suggesting a diversity of skill patterns among highly able beginning readers.

scholarly journals THE EFFECT OF REPEATED READING STRATEGY IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT THE EIGHT GRADE STUDENTSOF SMPN 36 PEKANBARU

ELT-Lectura ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 191-199
Author(s):  
Destina Kasriyati ◽  
Maharani Maharani
Keyword(s):  
Reading Comprehension ◽  
Repeated Reading ◽  
Reading Strategy ◽  
Narrative Text ◽  
Second Grade ◽  
Average Score ◽  
Generic Structure ◽  
Post Test ◽  
Receive Treatment ◽  
And Control

Based on the result of observation that students got some difficulties to understand the content of reading comprehension, particularly main ideas, detail information, vocabulary, identify information, word reference and generic structure. The purpose of this research was to find whether the students who received in class experiment of repeated reading strategy had different skill in reading comprehension than students who did not receive treatment of the strategy at the second grade of SMPN 36 Pekanbaru.  The design of this research was Experimental Research. This research was conducted on Jan 2018. The population of this research was the second grade of SMPN 36 Pekanbaru. The sample of this research were 2 classes as control and experiment class. Based on the test result, it was found that the average score of post-test was 85.33 and pre test was 71. It means that the result of post test was getting higher than pretest.  In conclusion, the use of repeated reading strategy could increase students reading comprehension in narrative text. There was different ability between experment and control class.

scholarly journals DESIGNING LIFE SKILL – BASED ENGLISH READING MATERIALS FOR SECOND GRADE STUDENTS OF SMA NEGERI 1 PRINGGASELA

2020 ◽  
Vol 6 (2) ◽  
pp. 297-322
Author(s):  
Sutarman Sutarman ◽  
Ari Saputra ◽  
Syamsurrijal Syamsurrijal
Keyword(s):  
Grade Level ◽  
Second Grade ◽  
Life Skill ◽  
Second Grade Students ◽  
English Reading ◽  
Open Questions ◽  
Reading Materials ◽  
Designed Materials ◽  
Teacher's Manual ◽  
Readability Level

This research aims to: developing life skill-based English reading materials design for the second grade students  of SMA NEGERI 1 PRINGGASELA. The design used in this research is report design by using R&D ( Research and Development ) approach. The subjects of this research are the second grade students of SMA Negeri 1 Pringgasela in academic year 2016/2017. There are 35 students. In collecting data, the researcher uses two steps. First, the researcher distributed questionnaires into the students. Second, the researcher gathers data for conducting evaluation, opinion and suggestion from an English Teacher of SMAN 1 Pringgasela and an expert of designed materials. All responses and comments to the open questions were reviewed and grouped into some meaningful categories as they provide useful information for revising the product.        To determine the readability level of the texts used in new developed reading materials, the following are the categories of readability level and reader grade level according to Flesch Readability East Formula and Flesch-Kincaid Grade Level. Scores between 90.0 and 100.0, considered easily understandable. Scores between 60.0 and 70.0, considered easily understood. Scores between 0.0 and 30.0, considered easily understood. The final product of the materials consists of a course material of Life Skill Based English Material and a teacher’s manual. Whole Language Reading provides rich input of reading strategies, variety of topics, concepts, texts, activities, tasks, and evaluations. Using this material makes reading more holistic and meaningful as it provides integration across language skills and subject areas. Educational institutions need to provide a rich learning environment with a variety of reading sources, print and digital to provide opportunities for students to choose and determine reading materials that suit their needs.

A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

2018 ◽  
Vol 40 (3) ◽  
pp. 131-149 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Sunyoung Park ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Main Idea ◽  
Single Case Design ◽  
Quasi Experimental ◽  
Comprehensive Search ◽  
Single Case Designs

This systematic review examines the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12. A comprehensive search identified 30 studies published in peer-reviewed journals between 1978 and 2016. Studies included struggling reader participants in Grades 3 through 12; targeted summarizing or main idea instruction; used an experimental, quasi-experimental, or single-case design; and included a reading comprehension outcome. A meta-analysis of 23 group design studies resulted in a statistically significant mean effect of 0.97. Group size, number of sessions, grade level, and publication year did not moderate treatment effect. Visual analysis of six single-case designs yielded strong evidence for retell measures and a range of evidence for short-answer comprehension measures. Findings suggest that main idea and summarizing instruction may improve struggling readers’ main idea identification and reading comprehension. Limitations include the lack of standardized measures and the unreported, changing description of the counterfactual.

Sign in / Sign up

Export Citation Format

Share Document