Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District

2018 ◽  
Vol 27 (3) ◽  
pp. 234-252
Author(s):  
Kathryn C. Auletto ◽  
Mary-Kate Sableski
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Reading Intervention ◽  
Intervention Program ◽  
Research Question ◽  
Intervention Programs ◽  
Primary Data ◽  
Urban District ◽  
Reading Intervention Program ◽  
Long Term Impact

Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?

scholarly journals Sensitive periods for white matter plasticity and reading intervention

2018 ◽  
Author(s):  
Jason D. Yeatman ◽  
Elizabeth Huber
Keyword(s):  
White Matter ◽  
Reading Intervention ◽  
Large Scale ◽  
Time Course ◽  
Intervention Program ◽  
Sensitive Period ◽  
Longitudinal Diffusion ◽  
School Aged Children ◽  
Reading Intervention Program ◽  
Intensive Reading

AbstractAs a child matures, some brain circuits stabilize while others remain plastic. However, the literature on maturational changes in the brain’s capacity for experience-dependent plasticity is primarily based on experiments in animals that mature over dramatically different time-scales than humans. Moreover, while principles of plasticity for sensory and motor systems might be conserved across species, the myriad of late-developing and uniquely human cognitive functions such as literacy cannot be studied with animal models. Here we use an intensive reading intervention program, in combination with longitudinal diffusion MRI measurements in school-aged children with dyslexia, to investigate the sensitive period for white matter plasticity and literacy learning. We find that the intervention induces large-scale changes in white matter diffusion properties, and improvements in reading scores, but that the magnitude and time-course of plasticity does not depend on the subject’s age. Thus, we conclude that, for the intensive, one-on-one reading intervention program employed here, if a sensitive period exists, it does not end before middle school.

The Musical Notes Method for Initial Reading Acquisition

2008 ◽  
Vol 7 (1) ◽  
pp. 81-100
Author(s):  
Yehudith Carmon ◽  
Aryeh Wohl ◽  
Shmuel Even-Zohar
Keyword(s):  
Reading Instruction ◽  
Reading Time ◽  
Intervention Program ◽  
Reading Acquisition ◽  
First Grade ◽  
Intervention Programs ◽  
Control Group ◽  
Experimental Approaches ◽  
Initial Reading

A century of experimental approaches to reading instruction has not significantly reduced initial reading acquisition problems. Though researchers continue to identify more and more symptoms of deficiencies, they have, to date, come up with but few solutions. Reading instruction traditionally begins with the particular components of a specific language. In this study, we investigate a method that begins with general, basic reading components common to all written alphabetical languages, including musical notation. We propose to introduce reading by using an original and simple musical vehicle, the Toy Musical Notes (TMN) method. After creating a primary reading scheme through music, verbal reading becomes much easier. Our method was tested on 150 preschool children, who participated in three intervention programs: TMN, conventional music, and a control group, which had a non-musical intervention program. Pre- and posttests were administered with follow-up assessments in reading development conducted in the first grade. The results reflected significant achievements for the TMN group on all reading parameters: number of mistakes, vocal reading time, velocity, and comprehension. Applying this method allowed us to use children’s natural musical interest to help them learn to read and comprehend better.

scholarly journals An Open, Pilot Study of the Understanding Words Reading Intervention Program

SAGE Open ◽  
2011 ◽  
Vol 1 (2) ◽  
pp. 215824401142045 ◽  
Author(s):  
Craig Wright ◽  
Elizabeth G. Conlon ◽  
Michalle Wright ◽  
Murray H. Dyck
Keyword(s):  
Pilot Study ◽  
Reading Intervention ◽  
Intervention Program ◽  
Reading Intervention Program ◽  
Open Pilot
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