Journal Of Learning Disabilities[JOURNAL]
Sun
200 papers
An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade: The Impact of Word and Meaning Skills.
Solari EJ, Grimm RP, Henry AR
J Learn Disabil · 2022 · PMID 34407663 · Publisher ↗
This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field's...
This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field's understanding of early reading comprehension development and its underlying subcomponent skills, with the intent of better understanding the development of comprehension in students who display risk for reading difficulties and disabilities. A sample of first-grade readers ( = 314) were assessed at three timepoints across the first-grade year. These data were utilized to derive empirical latent classes based on reading comprehension performance across the first-grade year. Reading subcomponent skill assessments (phonological awareness, word reading, decoding, linguistic comprehension, and reading fluency), measured in the fall of first grade, were compared across latent classes to examine how they related to growth across the first-grade year. Results suggest that there were four distinct latent classes with differential reading comprehension development, each of which could also be distinguished by the subskill assessments. These findings are presented within the context of the broader reading research base, and implications for practice are discussed.
Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice.
Kearns DM, Feinberg NJ, Anderson LJ
J Learn Disabil · 2021 Sep · PMID 34374574 · Publisher ↗
The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United S...
The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and sources of professional learning and the role of systems-level factors in improving student achievement. In this article, the conclusions of each paper are described in terms of that model. The papers illustrate that DBDM can improve achievement for students with learning disabilities through a DBDM process called data-based individualization (DBI)-especially if teachers have innovative supports (e.g., new technologies). For teachers, DBDM professional development (PD) can improve DBDM knowledge and implementation, but PD may not be adequate in all cases, with practical experience playing a central role. In addition, classroom-level DBDM may not translate to success for students with learning disabilities. Finally, the articles reveal a need to focus more on systems-level factors in successful DBDM systems like DBI-especially when implemented outside the experimental context. These findings provide a contemporary lens on DBDM as it related to students with learning disabilities and establish foci for future research.
A Cumulative Risk and Resilience Model of Dyslexia.
Catts HW, Petscher Y
J Learn Disabil · 2022 · PMID 34365842 · Publisher ↗
Considerable attention and legislation are currently focused on developmental dyslexia. A major challenge to these efforts is how to define and operationalize dyslexia. In this article, we argue that rather than defining...
Considerable attention and legislation are currently focused on developmental dyslexia. A major challenge to these efforts is how to define and operationalize dyslexia. In this article, we argue that rather than defining dyslexia on the basis of an underlying condition, dyslexia is best viewed as a label for an unexpected reading disability. This view fits well with a preventive approach in which risk for reading disability is identified and addressed prior to children experiencing reading failure. A risk-resilience model is introduced that proposes that dyslexia is due to the cumulative effects of risk and resilience factors. Evidence for the multifactorial causal basis of dyslexia is reviewed and potential factors that may offset this risk are considered. The implications of a cumulative risk and resilience model for early identification and intervention is discussed.
Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language.
Li M, Kirby JR, Geva E … +2 more , Koh PW, Zhang H
J Learn Disabil · 2022 · PMID 34151637 · Publisher ↗
This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skil...
This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on reading-related language comprehension measures in English. The participants were 246 eighth-grade students from an English-immersion program in a middle school in China. Latent profile analysis identified three reading groups in each language: (a) a typically developing reader group with average or above-average word-reading and reading comprehension, (b) a group with poor decoding/word-reading skills and weak reading comprehension, and (c) a group with poor reading comprehension in the absence of poor decoding/word reading. The overlap in profile characteristics across languages for typically developing readers and poor decoders was high (about 68% for typically developing readers and 54% for poor decoders), whereas the overlap for being poor comprehenders in each language was moderate (about 37%). Furthermore, poor decoders in either language performed more poorly than the typically developing and poor comprehender groups on word reading in the other language, while poor comprehenders in either language performed more poorly than the typically developing and poor decoder groups on reading comprehension in the other language. The comparison of the reading groups' performance on English reading-related language comprehension measures showed that poor comprehenders and poor decoders performed worse than typically developing readers. Implications for identification and instruction of ESL children with reading difficulties are discussed.
A Productive Scholar's Guide to Respectful, Responsible Inquiry During the COVID-19 Pandemic: Moving Forward.
Lane KL, Cabell SQ, Drew SV
J Learn Disabil · 2021 Sep · PMID 34137328 · Publisher ↗
As a result of the COVID-19 pandemic of 2020, schools across the country have pivoted to providing a range of instructional opportunities including remote, hybrid, and modified in-person options with a commitment to keep...
As a result of the COVID-19 pandemic of 2020, schools across the country have pivoted to providing a range of instructional opportunities including remote, hybrid, and modified in-person options with a commitment to keeping our society safe and supporting our nations' youth in continuing their education. One byproduct of this most challenging situation has been the interruption of scientific inquiry in many fields, including educational research. Using a framework of self-leadership, in this feature article, we provide reflections to guide discussion among scholars involved in school-based research during and after the COVID-19 pandemic. Based on lessons learned in our own mentee-mentor relationships and from our collective experiences, the purpose of this article is to offer considerations primarily for early-career scholars, but also to engage dialogue among mid- and late-career scholars to promote school-based inquiry in this defining moment in history, at a time when educators are concerned with mitigating learning loss. We focus on (a) revisiting and refining programmatic lines of inquiry, (b) crafting articles to disseminate lessons learned from research conducted to date-including those with lost time points, (c) retooling in a focused area of inquiry (e.g., methodology), (d) conceptualizing future studies featuring procedures that do-and do not-allow for interpersonal contact, and (e) appreciating and acknowledging individuals who have facilitated inquiry. We conclude with a note of encouragement and call to action for future educational research.
International Perspectives on Understanding and Improving Teachers' Data-Based Instruction and Decision Making: Introduction to the Special Series.
Espin CA, Förster N, Mol SE
J Learn Disabil · 2021 Jul · PMID 34114494 · Publisher ↗
This article serves as an introduction to the special series, . In this series, we bring together international researchers from both special and general education to address teachers' use (or non-use) of data for instru...
This article serves as an introduction to the special series, . In this series, we bring together international researchers from both special and general education to address teachers' use (or non-use) of data for instructional decision making. Via this special series, we aim to increase understanding of the challenges involved in teachers' data-based instructional decision making for students with or at-risk for learning disabilities, and to further the development of approaches for improving teachers' ability to plan, adjust, and adapt instruction in response to data.
Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences.
Toseeb U, Oginni OA, Dale PS
J Learn Disabil · 2022 · PMID 34112015 · Full text
There is considerable variability in the extent to which young people with developmental language disorder (DLD) experience mental health difficulties. What drives these individual differences remains unclear. In the cur...
There is considerable variability in the extent to which young people with developmental language disorder (DLD) experience mental health difficulties. What drives these individual differences remains unclear. In the current article, data from the Twin Early Development Study were used to investigate the genetic and environmental influences on psychopathology in children and adolescents with DLD ( = 325) and those without DLD ( = 865). Trivariate models were fitted to investigate etiological influences on DLD and psychopathology, and bivariate heterogeneity and homogeneity models were fitted and compared to investigate quantitative differences in etiological influences on psychopathology between those with and without DLD. The genetic correlation between DLD and internalizing problems in childhood was significant, suggesting that their co-occurrence is due to common genetic influences. Similar, but nonsignificant effects were observed for externalizing problems. In addition, genetic influences on internalizing problems, but not externalizing problems, appeared to be higher in young people with DLD than those without DLD, suggesting that the presence of DLD may exacerbate genetic risk for internalizing problems. These findings indicate that genetic influences on internalizing problems may also confer susceptibility to DLD (or vice versa) and that DLD serves as an additional risk factor for those with a genetic predisposition for internalizing problems.
Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies.
Huo S, Wu KC, Mo J … +2 more , Wang J, Maurer U
J Learn Disabil · 2022 · PMID 34105413 · Publisher ↗
This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children. Eighty-four Cantonese-speaking children officially diagnosed with dy...
This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children. Eighty-four Cantonese-speaking children officially diagnosed with dyslexia ( = 103 months) and 48 age-matched typically developing (TD) children were tested. Cluster analysis with performances on Chinese syllable awareness (CSA), Chinese phonemic awareness (CPA), Chinese phonological memory (CPM), Chinese orthographic awareness (COA), and matrix reasoning (MR) yielded three cognitive subtypes: the phonological deficit (PD) subtype, the orthographic deficit (OD) subtype, and the global deficit (GD) subtype. After controlling for English language experience, age, and gender, all three dyslexia subtype groups performed significantly worse in English word reading fluency and dictation than the TD children. In addition, the PD group performed worse in English PA; the OD group performed worse in English OA; and the GD group performed worse in all English skills except English PM. We compared the level of impairment in literacy between languages and dyslexia subtypes. In word reading fluency, all subtype groups experienced less impairment in English than Chinese, while the OD group showed the largest English advantage. In dictation, only the OD group showed a significant language effect favoring English. The findings suggest that different subtypes of Chinese dyslexia bear different risks for difficulties in English literacy.
The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention.
Daniel J, Vaughn S, Roberts G … +1 more , Grills A
J Learn Disabil · 2022 · PMID 33926288 · Full text
To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instru...
To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students' baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-grade students with reading difficulties ( = 128) were analyzed. Results demonstrate that baseline word reading was a significant predictor of students' end-of-year reading comprehension performance. Treatment group students who had lower baseline word reading compared with those students with comparatively higher word reading scores performed significantly lower on posttest reading comprehension. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader needs.
Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence From Six Intervention Studies.
Peters MT, Förster N, Hebbecker K … +2 more , Forthmann B, Souvignier E
J Learn Disabil · 2021 Sep · PMID 33913347 · Full text
In most general education classrooms in Germany, students with and without special educational needs are taught together. To support teachers in adapting instruction to these heterogeneous classrooms, we have developed l...
In most general education classrooms in Germany, students with and without special educational needs are taught together. To support teachers in adapting instruction to these heterogeneous classrooms, we have developed learning progress assessment (LPA) and reading instructional materials, the (RS), in line with the theoretical framework of data-based decision-making, which has led to beneficial effects in several studies. However, data from these studies have not been analyzed to examine effects for low-performing readers. Data within and across six quasi-experimental studies conducted by our team in Grades 2 to 4 were reanalyzed to examine the effects of LPA on students whose reading fluency scores were at or below the 25th percentile ( = 1,346 students from 264 classes). In each study, students had been assigned to a control group (with business-as-usual instruction), an LPA group only, or an LPA-RS group (i.e., with teachers provided with LPA and the RS). Separate multilevel regression results were integrated by means of meta-analytical methods to investigate the consistency of results. Overall, findings from the single studies indicated no positive effects of LPA with or without the RS compared with the control group. The integrated analyses showed small positive effect trends on reading fluency and intrinsic reading motivation.
No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis.
Erbeli F, Peng P, Rice M
J Learn Disabil · 2022 · PMID 33899570 · Publisher ↗
Research on the question of creative benefit accompanying dyslexia has produced conflicting findings. In this meta-analysis, we determined summary effects of mean and variance differences in creativity between groups wit...
Research on the question of creative benefit accompanying dyslexia has produced conflicting findings. In this meta-analysis, we determined summary effects of mean and variance differences in creativity between groups with and without dyslexia. Twenty studies were included ( = 770 individuals with dyslexia, = 1,671 controls). A random-effects robust variance estimation (RVE) analysis indicated no mean ( = -0.02, = .84) or variance ( = -0.0004, = .99) differences in creativity between groups. The mean summary effect was moderated by age, gender, and creativity domain. Compared with adolescents, adults with dyslexia showed an advantage over nondyslexic adults in creativity. In addition, a higher proportion of males in the dyslexia group was associated with poorer performance compared with the controls. Finally, the dyslexia group showed a significant performance disadvantage in verbal versus figural creativity. Regarding variance differences, they varied across age and creativity domains. Compared with adults, adolescents showed smaller variability in the dyslexia group. If the creativity task measured verbal versus figural or combined creativity, the dyslexia group exhibited smaller variability. Altogether, our results suggest that individuals with dyslexia as a group are no more creative or show greater variability in creativity than peers without dyslexia.
Language Difficulties in School-Age Children With Developmental Dyslexia.
Price KM, Wigg KG, Misener VL … +8 more , Clarke A, Yeung N, Blokland K, Wilkinson M, Kerr EN, Guger SL, Lovett MW, Barr CL
J Learn Disabil · 2022 · PMID 33890525 · Full text
Developmental dyslexia (DD) is a common reading disability, affecting 5% to 11% of children in North America. Children classified as having DD often have a history of early language delay (ELD) or language impairments. N...
Developmental dyslexia (DD) is a common reading disability, affecting 5% to 11% of children in North America. Children classified as having DD often have a history of early language delay (ELD) or language impairments. Nevertheless, studies have reported conflicting results as to the association between DD-ELD and the extent of current language difficulties in children with DD. To examine these relationships, we queried the parents of school-age children with reading difficulties on their child's early and current language ability. Siblings were also examined. Children were directly assessed using quantitative tests of language and reading skills. To compare this study with the literature, we divided the sample ( = 674) into three groups: DD, intermediate readers (IR), and skilled readers (SR). We found a significant association between DD and ELD, with parents of children in the DD/IR groups reporting their children put words together later than the SR group. We also found a significant association between DD and language difficulties, with children with low reading skills having low expressive/receptive language abilities. Finally, we identified early language predicted current language, which predicted reading skills. These data contribute to research indicating that children with DD experience language difficulties, suggesting early recognition may help identify reading problems.
Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First Language.
Feder L, Abu-Rabia S
J Learn Disabil · 2022 · PMID 33885348 · Publisher ↗
The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign l...
The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124 students in Grade 6 who were randomly assigned to an experimental group or a control group. Each group was further divided into readers with dyslexia, poor readers, and typical readers groups. The experimental group participated in an English intervention program designed for this study. All participants were administered a battery of pre- and post-treatment tests in linguistic and meta-linguistic skills in Hebrew and in English. The findings supported the existence of CRT from skills in English to skills in Hebrew with reference to most of the variables in the domains of reading, writing, and language skills. The improvement in most of the linguistic and meta-linguistic tasks in both English and Hebrew was significantly higher in the experimental group compared with the control group. The innovation of this study was in testing CRT of linguistic and meta-linguistic skills from English to Hebrew. Limitations and direction for future research are discussed.
Effects of Interventions Using Virtual Manipulatives for Students With Learning Disabilities: A Synthesis of Single-Case Research.
Park J, Bryant DP, Shin M
J Learn Disabil · 2022 · PMID 33845673 · Publisher ↗
Virtual manipulatives are interactive and dynamic visual objects on a screen, which allow students to manipulate them to construct mathematical knowledge. The purpose of this study was to synthesize the literature on int...
Virtual manipulatives are interactive and dynamic visual objects on a screen, which allow students to manipulate them to construct mathematical knowledge. The purpose of this study was to synthesize the literature on interventions that used virtual manipulatives to improve the mathematics performance of K-12 students with learning disabilities. A total of 19 single-case design studies (16 peer-reviewed articles and three dissertations) were selected using specific selection criteria. Overall, students with learning disabilities demonstrated mathematical improvement after receiving interventions involving virtual manipulatives. Although many students with learning disabilities maintained and generalized the intervention effects, further research is required to verify the current findings.
Language-Specific Effects in Response to Spelling Intervention in Italian and in English as an Additional Language.
Arfé B, Zancato T
J Learn Disabil · 2022 · PMID 33813942 · Publisher ↗
According to a language-integrated view of spelling development, learning to spell involves the same language-learning skills across alphabetic systems. A prediction based on this view is that the same spelling training...
According to a language-integrated view of spelling development, learning to spell involves the same language-learning skills across alphabetic systems. A prediction based on this view is that the same spelling training should be equally effective for learning to spell in a shallow (Italian, native language) or an opaque (English, additional language) orthography. We tested this prediction by teaching 6- to 9-year-old Italian children to use multiletter spelling units to spell words in Italian and English. The children were trained on the spelling of Italian words containing orthographic difficulties that required switching from phoneme-grapheme spelling correspondences to larger grain size (multiletter) spelling units. In a stepped-wedge cluster randomized trial, 108 Italian children (ages 6-9 years) were assigned to the experimental spelling training or a waiting list condition. Their ability to spell the trained (Italian and English) word lists and to generalize the acquired knowledge to new (untrained) words was assessed. Similar learning effects were found in the two languages for the trained word lists. However, generalization of the acquired spelling knowledge to new words occurred only in English. The influence of language-specific factors on learning to spell could account for these findings.
Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports.
Fuchs LS, Fuchs D, Hamlett CL … +1 more , Stecker PM
J Learn Disabil · 2021 Sep · PMID 33813936 · Publisher ↗
The purpose of this narrative synthesis of the curriculum-based measure (CBM) instructional utility literature is to deepen insight into the supports required to enrich teachers' instructional decision-making within curr...
The purpose of this narrative synthesis of the curriculum-based measure (CBM) instructional utility literature is to deepen insight into the supports required to enrich teachers' instructional decision-making within curriculum-based measuredata-based individualization (CBM-DBI) in ways that enhance the learning outcomes of students with intensive intervention needs, including students with learning disabilities. We begin by summarizing a recent meta-analysis of CBM-DBI studies focused on academic outcomes. We then reconsider studies from that meta-analysis to further explore the supports required to enrich teachers' instructional decision-making within CBM-DBI and improve student learning. We next draw conclusions and propose a renewed program of instructional utility CBM-DBI research for capitalizing on technology's potential to enhance productive instructional decision-making for students who require intensive intervention, fulfill DBI's potential, and bring CBM-DBI to scale.
Elementary Teachers' Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities.
Varghese C, Bratsch-Hines M, Aiken H … +1 more , Vernon-Feagans L
J Learn Disabil · 2021 Nov · PMID 33794688 · Publisher ↗
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 init...
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.
A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?
Espin CA, van den Bosch RM, van der Liende M … +4 more , Rippe RCA, Beutick M, Langa A, Mol SE
J Learn Disabil · 2021 Jul · PMID 33749351 · Publisher ↗
The purpose of this study was to examine the amount of attention devoted to data-based decision-making in Curriculum-Based Measurement (CBM) professional development materials. Sixty-nine CBM instructional sources were r...
The purpose of this study was to examine the amount of attention devoted to data-based decision-making in Curriculum-Based Measurement (CBM) professional development materials. Sixty-nine CBM instructional sources were reviewed, including 45 presentations, 22 manuals, and two books. The content of the presentations and manuals/books was coded into one of four categories: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed that only a small proportion of information in the CBM instructional materials was devoted to data-based decision-making (12% for presentations and 14% for manuals/books), and that this proportion was significantly smaller than (a) that devoted to other instructional topics, (b) that expected were information to be equally distributed across major instructional topics, and (c) that recommended by experienced CBM trainers. Results suggest a need for increased attention to data-based decision-making in CBM professional development.
Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary Grades.
Ahmed Y, Miciak J, Taylor WP … +1 more , Francis DJ
J Learn Disabil · 2022 · PMID 33645312 · Full text
We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 ( = 364) in the context of a large-scale randomized controlled trial (RCT) inve...
We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 ( = 364) in the context of a large-scale randomized controlled trial (RCT) investigating two theoretically distinct reading interventions (text processing + foundational skills [ = 117] or text processing only [ = 120]) and a control condition ( = 127). We investigate whether the intervention affects not just reading comprehension levels, but also how variables within the reading system interrelate. This approach allows the focus to shift from intervention as influencing a change in reading comprehension status to a complex set of processes. We fit structural equation models (SEMs) to evaluate the DIME model at baseline and a change model that included reading comprehension and word reading at posttest. There were no significant mean differences between groups in reading comprehension. However, significant differences emerged on the direct and indirect effects of background knowledge, vocabulary, word reading, strategies, and inferencing on comprehension across grade levels and treatment conditions. Related to treatment groups, background knowledge, vocabulary, and inferencing were significantly related to comprehension at posttest for students who received text processing and/or foundational skills interventions. The results have implications for the direct instruction of higher-order reading skills in the context of multicomponent interventions.
Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis.
Steinle PK, Stevens E, Vaughn S
J Learn Disabil · 2022 · PMID 33576330 · Full text
This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension...
This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes, similar to trends observed in prior systematic reviews. Reading connected text with an equivalent word count to word counts of RR sessions did not result in increased reading fluency, a finding aligned with a prior synthesis. Few studies used a fluent reader as a model prior to RRs, despite previous support for modeling within fluency interventions.
About
- Frequency
- Sun
- Papers found
- 200
- RSS feed
- Subscribe