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.

Effect of Amharic Letter Acquisition and Fluency Instruction on the Reading Achievement of Ethiopian Students at Risk for Reading Difficulties

2016 ◽  
Vol 19 (2) ◽  
pp. 59-68
Author(s):  
Yirgashewa Bekele Abdi ◽  
William J. Therrien
Keyword(s):  
At Risk ◽  
Word Reading ◽  
Explicit Instruction ◽  
Addis Ababa ◽  
Reading Difficulties ◽  
First Grade ◽  
Students At Risk ◽  
Grade One ◽  
Letter Sound ◽  
The Impact

Abstract This study took place in Addis Ababa, Ethiopia and examined the impact of explicit instruction and fluency practice of letter/sound combinations on reading Amharic letters and words. First grade students at risk for reading difficulties were assigned via stratified random assignment to treatment or control condition. Students in the treatment group received explicit instruction and fluency practice on grade one Amharic letters, two times a week for 18 weeks for 36 sessions. Students in the control condition received typical Amharic reading instruction. Results indicate that students in the treatment condition significantly outperformed students in control on letter sound identification and word reading fluency.

scholarly journals A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

2018 ◽  
Vol 52 (3) ◽  
pp. 195-208 ◽  
Author(s):  
Peng Peng ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs ◽  
Amy M. Elleman ◽  
Devin M. Kearns ◽  
...  
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Word Reading ◽  
Developmental Trajectories ◽  
First Grade ◽  
Individual Growth ◽  
Letter Knowledge ◽  
Comprehension Development ◽  
Nonverbal Reasoning

This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first grade, 185 students identified as at-risk for reading difficulties were assessed on measures of domain-specific skills (phonological awareness, letter knowledge, and vocabulary), domain-general skills (working memory, nonverbal reasoning, and processing speed), and word reading and reading comprehension. Word reading and reading comprehension were assessed again in spring of grades 1–4. Individual growth curve modeling showed that the children demonstrated decelerated growth on word reading and linear growth on reading comprehension, although their performance on both word reading and reading comprehension were consistently below average on national norms. After controlling for word reading and reading comprehension in first grade, letter knowledge predicted growth in word reading; vocabulary and nonverbal reasoning predicted growth in reading comprehension. That is, we found different developmental trajectories and different predictors for word reading and reading comprehension among our at-risk sample. Implications are discussed for theory and early reading instruction for at-risk children.

scholarly journals Development of a word reading test: Identifying students at-risk for reading problems

2017 ◽  
Vol 56 ◽  
pp. 159-166 ◽  
Author(s):  
Séli Chaves-Sousa ◽  
Sandra Santos ◽  
Fernanda Leopoldina Viana ◽  
Ana Paula Vale ◽  
Irene Cadime ◽  
...  
Keyword(s):  
At Risk ◽  
Word Reading ◽  
Reading Test ◽  
Reading Problems ◽  
Students At Risk

Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities

2003 ◽  
Vol 69 (4) ◽  
pp. 391-409 ◽  
Author(s):  
Sharon Vaughn ◽  
Sylvia Linan-Thompson ◽  
Peggy Hickman
Keyword(s):  
Learning Disabilities ◽  
Reading Instruction ◽  
Supplemental Instruction ◽  
Rapid Naming ◽  
Response To Treatment ◽  
Second Grade ◽  
Supplemental Reading ◽  
Students At Risk ◽  
Response To Instruction ◽  
Second Grade Students

To examine a response to treatment model as a means for identifying students with reading/learning disabilities, 45 second-grade students at risk for reading problems were provided daily supplemental reading instruction and assessed after 10 weeks to determine if they met a prior criteria for exit. Students who met criteria no longer received supplemental instruction. Those who did not were regrouped and supplemental instruction was continued for another 10 weeks. After 20 weeks of supplemental instruction, students who still had not met criteria were provided another 10 weeks of supplemental instruction. Students who never met criteria were classified as no exit. Pretest scores on fluency, passage comprehension, and rapid naming were the significant predictors of students who did not meet exit criteria.

Do Spanish Children Use the Syllable in Visual Word Recognition in Learning to Read?

2010 ◽  
Vol 13 (1) ◽  
pp. 63-74 ◽  
Author(s):  
Juan E. Jiménez ◽  
Eduardo García ◽  
Isabel O'Shanahan ◽  
Estefanía Rojas
Keyword(s):  
Word Recognition ◽  
Reading Instruction ◽  
Visual Word Recognition ◽  
Word Reading ◽  
First Grade ◽  
Visual Word ◽  
First Year ◽  
Learning To Read ◽  
Initial Syllable ◽  
Second Year

The purpose of this study was to investigate whether Spanish children that are learning to read use the syllable unit in word reading. We used a visual version of the syllable monitoring technique (Mehler, Dommerges, Freavenfelder & Seguí, 1981). For Experiment I, we selected first grade readers at the end of the first year of reading instruction. In the Experiment II we selected second grade readers at the middle of the second year of reading instruction. Participants responded whenever the structure of the target string (e.g., bal) appeared at the beginning of a subsequently presented printed word (e.g., bala). The target was either a consonant-vowel (CV) or consonant-vowel-consonant (CVC) structure and either did or did not correspond to the initial syllable of the target-bearing word. At the end of the first year of reading instruction, children showed significant effects of syllable compatibility (faster detection times when the targets correspond to the initial syllable of target-bearing words than when they did not). When we tested children of the second year of reading instruction, they also showed a syllable compatibility effect. These results suggest that Spanish children use syllabic units at the beginning of reading instruction in the visual word recognition.

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