Tom and Joshua: Perceptions, Conceptions and Progress in Meaning-Based Reading Instruction

Based on interviews and observations collected during a year in a second-grade classroom, this article presents case studies of two at-risk readers, Tom and Joshua. It describes their perceptions of in-school and out-of-school reading-related activities; their conceptions of reading, learning to read, and themselves as readers; and their responses to their teacher's learner-centered, meaning-based reading instruction. Both boys were enabled to participate in the classroom literacy community and both made progress in reading, but each brought different experiences and conceptions to the class, and so responded differently to the opportunities the class offered. Their stories illustrate the instructional significance of children's conceptions about reading; reaffirm the importance of flexible, meaning-based reading instruction; and demonstrate the power of looking past the “at-risk” label to understand the thoughts, beliefs, resources, and concerns of children who struggle with learning to read.

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The Contextual Nature of Teaching: Mathematics and Reading Instruction in One Second-Grade Classroom

The Elementary School Journal ◽

10.1086/461629 ◽

1990 ◽

Vol 90 (5) ◽

pp. 497-513 ◽

Cited By ~ 25

Author(s):

Terry Wood ◽

Paul Cobb ◽

Erna Yackel

Keyword(s):

Reading Instruction ◽

Second Grade ◽

Teaching Mathematics ◽

Grade Classroom ◽

Nature Of Teaching

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Use of Video Modeling for Reading Instruction for Students with Disabilities or at Risk: A Research Synthesis

Exceptionality ◽

10.1080/09362835.2020.1743707 ◽

2020 ◽

pp. 1-14

Author(s):

Min Wook Ok ◽

Sarah K. Howorth

Keyword(s):

At Risk ◽

Students With Disabilities ◽

Reading Instruction ◽

Video Modeling ◽

Research Synthesis

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

Journal of Learning Disabilities ◽

10.1177/0022219421999844 ◽

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.

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Fostering Independence While Teaching Students With or at Risk for Reading Disabilities

Teaching Exceptional Children ◽

10.1177/0040059921994596 ◽

2021 ◽

pp. 004005992199459

Author(s):

Colby Hall ◽

Katlynn Dahl-Leonard ◽

Carolyn A. Denton ◽

Elizabeth A. Stevens ◽

Philip Capin

Keyword(s):

At Risk ◽

Reading Instruction ◽

Special Education Teachers ◽

Instructional Delivery ◽

Primary Grade ◽

Critical Element ◽

Independent Practice ◽

Gradual Release Of Responsibility ◽

High Level ◽

Small Group Reading

The Gradual Release of Responsibility (GRR) model for instructional delivery is well supported by research evidence and is often identified as a critical element of instruction for students with learning difficulties. However, there are challenges associated with effectively releasing responsibility to students. This may be especially true during instruction for primary-grade students with or at risk for learning disabilities. In general, educators want to provide a high level of support to young, struggling students in order to ensure that they feel successful and bolster their confidence. However, too much support means that students are not provided with opportunities for independent practice or independent mastery of content being taught. This article describes the GRR model of instruction and provides specific guidance and resources to support special education teachers in implementing the GRR model during small-group reading instruction in primary-grade classrooms, with a particular emphasis on facilitating group and independent practice.

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Scaffolds for Learning to Read in an Inclusion Classroom

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.3103.265 ◽

2000 ◽

Vol 31 (3) ◽

pp. 265-279 ◽

Cited By ~ 17

Author(s):

Elaine R. Silliman ◽

Ruth Bahr ◽

Jill Beasman ◽

Louise C. Wilkinson

Keyword(s):

Language Learning ◽

Reading Instruction ◽

Skill Learning ◽

Typically Developing ◽

Emergent Reading ◽

Reading Groups ◽

Learning To Read ◽

Team Members ◽

Inclusion Classroom ◽

Language Learning Disability

Purpose: This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study—one group that was taught by a general educator and the other by a special educator. The primary purposes were to discern the teachers’ discourse patterns in order to define whether scaffolding sequences were more directive or more supportive and the degree to which these sequences represented differentiated instruction for children with a language learning disability (LLD). Method: Two students with an LLD and two younger, typically developing peers were videotaped in their emergent reading groups during an 8-week period. The distribution, types, and functions of teacher scaffolding sequences were examined. Results: Both team members primarily used directive scaffolding sequences, suggesting that the assistance provided to children emphasized only direct instruction (skill learning) and not analytical thinking concerning phonemegrapheme relationships (strategy learning). Distribution of scaffolding sequence types directed to the four students indicated that the two children with an LLD were receiving reading instruction that was undifferentiated from the two typically developing, younger children. Clinical Implications: In order for children with an LLD to benefit from inclusion, explicit, systematic, and intensive instruction in phonological awareness and spelling-sound relationships should be implemented within the context of multilevel instruction that balances skill- and strategy-based learning.

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Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

The Spanish Journal of Psychology ◽

10.1017/s113874160000233x ◽

2010 ◽

Vol 13 (2) ◽

pp. 667-676 ◽

Cited By ~ 19

Author(s):

Amparo Escartí ◽

Melchor Gutiérrez ◽

Carmina Pascual ◽

Diana Marín

Keyword(s):

At Risk ◽

Physical Education ◽

Social Responsibility ◽

Self Efficacy ◽

Intervention Group ◽

Dropping Out ◽

Personal And Social Responsibility ◽

Responsibility Model ◽

At Risk Adolescents ◽

Out Of School

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

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Initial Reading Instruction: Phonemes, Syllables, or Ideographs?

Journal of Learning Disabilities ◽

10.1177/002221947600900203 ◽

1976 ◽

Vol 9 (2) ◽

pp. 74-80 ◽

Cited By ~ 1

Author(s):

John E. Harrigan

Keyword(s):

Reading Instruction ◽

Initial Phase ◽

Initial Step ◽

Building Blocks ◽

Early Learning ◽

Great Difficulty ◽

Teaching Reading ◽

Learning To Read ◽

American Children ◽

Initial Reading

In an experiment similar to that of Rozin's (1971), Chinese ideographs were taught to a group of American children having great difficulty learning to read English by the phonemic approach. The quick and sure learning of the ideographs suggests we should explore less abstract, less phonemic approaches to the initial phase of teaching reading in the hope of facilitating early learning. Because English is mapped through syllable sounds, a syllable introduction is suggested as the best initial step, later introducing phonemes as syllable building blocks.

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Fluency-Oriented Reading Instruction

Journal of Literacy Research ◽

10.1207/s15548430jlr3701_2 ◽

2005 ◽

Vol 37 (1) ◽

pp. 25-60 ◽

Cited By ~ 68

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.

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