Early Reading Instruction for Children with Reading Difficulties: Meeting the Needs of Diverse Learners

Autor/inn/en	Jitendra, Asha K.; Edwards, Lana L.; Starosta, Kristin; Sacks, Gabriell; Jacobson, Lisa A.; Choutka, Claire M.
Titel	Early Reading Instruction for Children with Reading Difficulties: Meeting the Needs of Diverse Learners
Quelle	In: Journal of Learning Disabilities, 37 (2004) 5, S.421-439 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
Schlagwörter	Program Effectiveness; Second Language Learning; Early Reading; Student Characteristics; Reading Instruction; Intervention; Tutoring; Reading Skills; Males; Learning Disabilities; United Kingdom (Reading) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Frühlesen; Leseunterricht; Förderkonzept; Nachhilfeunterricht; Reading skill; Lesefertigkeit; Male; Männliches Geschlecht; Learning handicap; Lernbehinderung
Abstract	Several multiple-probe-across-participants design studies were employed to evaluate the effectiveness of a supplemental tutoring intervention using "Read Well" (Sprick, Howard, and Fidanque, 1998-2000). In Year 1, we conducted two studies with 7 first-, second-, and third grade children (1 girl and 6 boys), who were classified as having learning disabilities, having attention-deficit disorder, or being English language learners and were identified by their teachers as poor readers. The results of the two studies indicated that 3 of the 5 children who received "Read Well" instruction showed improvement in passage fluency. Student performance on other measures of reading and comprehension was varied. Differences in student characteristics and in the amount of "Read Well" instruction received (2 to 7 weeks) seemed to account for the differences in performance. In Year 2, we implemented the same tutoring intervention for a longer duration (up to 16 weeks) and included 5 children in second and third grades (2 girls and 3 boys) with reading difficulties. Two of these children had previously participated in the Year 1 studies. The results indicated growth in reading, spelling, and comprehension for most children. Overall, the findings from Year 1 and 2 studies indicate the benefits of increased instructional intensity and duration for children who struggle with emerging reading skills. (Author).
Anmerkungen	PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free); Fax: 800-397-7633 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10