Browsing by Subject "Reading disability"
Now showing 1 - 9 of 9
Results Per Page
Sort Options
Item Examining student experience, perceptions, and quality of reading instruction for secondary students with significant reading disabilities : a case study(2016-05) Walker, Melodee Anne; Vaughn, Sharon, 1952-; Barnes, Marcia; Powell, Sarah; Reddick, Richard; Swanson, ElizabethObservation studies afford an opportunity to examine the extent to which prevailing practices in reading instruction for older students with reading difficulties and disabilities align with research-based recommendations from practice guides (e.g., Kamil et al., 2008), reports (e.g., Carnegie Council on Advancing Adolescent Literacy, 2010), and syntheses of research on interventions for older struggling readers, including students with learning disabilities (e.g., Edmonds et al., 2009; Faggella-Luby & Deshler, 2008; Scammacca, Roberts, Vaughn, & Stuebing, 2013; Swanson & Hoskyn, 1998). However, a recent systematic review of the literature from 2005 to 2014 revealed only four observation studies of reading instruction for students with learning disabilities (Walker & Stevens, 2016). Only one of the identified studies examined reading instruction for secondary students. This study had two central purposes: (1) observe and describe reading instruction for 6th grade students identified with significant reading disabilities, and (2) describe student perceptions and motivations related to reading and reading instruction. Eight teacher and ten student participants were observed across two school sites in English language arts (ELA), reading intervention, and social studies classes. Observational data were collected related to instructional events in reading, opportunities for text reading, instructional groupings, global instructional quality, student engagement, and classroom management. Interview and self-report data were collected from students with regard to reading perceptions and motivation. Teacher self-report data with regard to reading instruction facilitated the interpretation of the findings. Results indicated that student participants received instruction that was largely undifferentiated from their typically performing peers, with the exception of explicit, systematic instruction in word reading instruction and fluency practice. Connected text reading was predominantly in the form of grade-level trade books or standardized reading passages. Whole class instruction was the most prevalent grouping structure across class sizes ranging from 5 to 33. Vocabulary instruction was limited to 10% of all reading instruction, whereas comprehension instruction was 39% of all reading instruction. Comprehension instruction was primarily reading comprehension monitoring. Student self-report responses on a motivational survey were in strongest agreement on items related to students indicating motivation to read because of its utility, social responsibility, and social approval goals.Item Group counseling as an adjunctive remediation technique for learning disabilities(Texas Tech University, 1971-05) McCollum, Paul SterlingThe purpose of this paper is to extend the neuropsychogenic model of Anderson (1968, 1970a) into the area of remediation. If there is an interaction between emotional and neurological elements within the disabled reader, an interaction model should be used to treat the disabled reader. Most remedial programs utilize neurologically oriented methods for remediation of the neurological impairment. If counseling were introduced along with neurological approaches, the total remediation affect should be enhanced.Item Phonological processing, automaticity, auditory processing, and memory in slow learners and children with reading disabilities(2003-08) Birch, Kathryn Guy, 1974-; Semrud-Clikeman, MargaretItem Reading Retardation and Discrimination Learning(Texas Tech University, 1971-05) Erwin, William MackNot Available.Item The relative effects of repeated reading, wide reading, and a typical instruction comparison group on the comprehension, fluency, and word reading of adolescents with reading disabilities(2007-12) Wexler, Jade; Vaughn, Sharon, 1952-This experimental study was conducted to examine the relative effectiveness of a Repeated Reading (RR) and Wide Reading (WR) intervention when compared to typical instruction on secondary struggling readers' comprehension, fluency, and word reading. The sample consisted of a total of 96 students (9th through 12th grade) ranging in age from 13-17 in special education reading and English classrooms. Participants included students with learning disabilities (LD), dyslexia, or students selected as students with significant reading difficulties. The investigator paired students on variables of interest (i.e., reading level) within classes and then randomly assigned pairs to one of three groups: repeated reading (N=33), wide reading (N=34), or typical instruction (N=29). Tutors, trained by the investigator, monitored students as they worked in pairs in each treatment condition. Intervention was provided daily for approximately 15-20 minutes for 10 weeks. Treatment effects for each outcome measure were estimated using analysis of covariance (ANCOVA). Results indicate no overall statistically significant differences for any condition. Effects ranged from -.81 to .28 usually hovering around no effect or favoring the C condition over the treatment conditions or favoring the RR condition over the WR condition. Five separate ANCOVAs were conducted using the following dependent variables with each pretest score used as a covariate: (1) Woodcock Johnson Tests of Achievement III (WJIII) Passage Comprehension subtest (RR vs. C = -.10; WR vs. C = -.20; RR vs. WR= .10); (2) Test of Silent Reading Fluency (TOSRE) (RR vs. C =.-31; WR vs. C = -.81; RR vs. WR= .10); (3) Woodcock Johnson Tests of Achievement III (WJIII) Letter-Word Identification subtest (RR vs. C = -.05; WR vs. C = -.11; RR vs. WR = .06); (4) AIMSWeb Oral Reading Fluency System (RR vs. C = -.08; WR vs. C = -.26; RR vs. WR= .18); and (5) Test of Silent Contextual Reading Fluency (RR vs. C =.28; WR vs. C = -.01; RR vs. WR= .28). Results indicate that neither RR nor WR should be implemented for secondary readers with significant reading difficulties and more research into ways to make fluency instruction more explicit and instructional for these students is warranted.Item The effects of direct training in active comprehension on reading achievement, self-concepts, and reading attitudes of at-risk sixth grade students(Texas Tech University, 1989-05) Simpson, Patricia StockburgerThis study sought to determine if direct, systematic instruction in a self-questioning process would have significant effects on reading achievement, self-concepts, and reading attitudes of at-risk sixth grade students over a one-year period. The study followed a quasi-experimental pretest, posttest design, using intact groups. Subjects were 51 sixth graders in Chapter I schools in the Lubbock Independent School District. One control group (N = 19) received traditional classroom instruction plus Chapter I computer-assisted instruction. The other control group (N = 19) and the experimental group (N = 13) were part of an alternative program (WINGS) characterized by small class size and a thematic approach to curriculum. The researcher administered the treatment. Instruments for the study were the California Achievement Test, the Piers-Harris Self-Concept Scale, and the Campbell Reading Attitudes Inventory. The following questions were posed: 1. Will systematic training in active comprehension processing improve the reading achievement of at-risk sixth graders over a one-year period? 2. Will systematic training in active comprehension processing improve the self-concepts of these children over the same time period? 3. Will this training improve the reading attitudes of at-risk sixth graders over a one-year period? 4. Does the sex of students have any effect on these results? To control for possible differences among the groups on reading achievement, self-concept, and reading attitudes, an analysis of covariance with pretest scores as a covariate was used in testing the significance of differences among groups on posttest measures. Age was a second covariate, since some subjects had been retained and some had not. The ANCOVA on posttest scores showed no significant differences (£ ^ .05) among the three groups in self-concept and reading attitude. Differences in reading comprehension and total reading achievement posttest scores were significant (£ ^ 05) in favor of the non- WINGS control group. There was no significant interaction between sex and group. A discussion of findings in light of limitations of the study and implications for further research are presented.Item The motivational and personality factors in reading retardation among two racial groups of adolescent males(Texas Tech University, 1969-08) Bell, D. BruceNot availableItem The relationship between schizophrenia and reading retardation in adolescent males(Texas Tech University, 1972-08) Gottlieb, Michael CraigNot availableItem The relationships of selected background factors to the degrees of reading disability evidenced by the clients of a university reading laboratory(Texas Tech University, 1980-08) Harris, Virginia ButlerNot available