Observing Two Reading Intervention Programs for Students with Dyslexia

Autor/inn/en	Hall, Colby; Dahl-Leonard, Katlynn; Cannon, Grace
Titel	Observing Two Reading Intervention Programs for Students with Dyslexia
Quelle	In: Exceptionality, 30 (2022) 2, S.109-125 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Colby) ORCID (Dahl-Leonard, Katlynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2021.1938067
Schlagwörter	Students with Disabilities; Reading Programs; Reading Instruction; Elementary School Students; Dyslexia; Program Effectiveness; Teaching Methods; Decoding (Reading); Instructional Materials; Multisensory Learning; Phoneme Grapheme Correspondence; Standards; Grade 2; Grade 3; Grade 4; Texas + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseunterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Teaching method; Lehrmethode; Unterrichtsmethode; Dekodierung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sensorische Stimulation; Standard; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This exploratory study examined the nature of instruction provided in two reading intervention programs designed for elementary-grade students with dyslexia (The Multisensory Teaching Approach and Reading RULES!). In addition to documenting the proportion of time dedicated to particular content components (i.e., letter-name knowledge, phonological awareness, phonics/decoding, encoding, sight word recognition, passage reading/fluency, comprehension, vocabulary), the research team also documented the degree to which instruction (a) included teacher explanation/modeling, guided practice, group practice, and individual practice, (b) addressed particular types of decoding/encoding procedures, including multi-sensory (defined as tactile/kinesthetic) procedures and use of orthographic rules, and (c) made use of given instructional materials. The team conducted 12, [approximately]45-minute observations. There were many similarities between the two programs (e.g., both were explicit, systematic, and sequential; both included curriculum-based measures of student learning that informed instruction; both dedicated approximately equal amounts of time to decoding and encoding instruction). However, our observations indicated a statistically significant difference between the programs (p < 0.002) in proportion of time dedicated to letter-name knowledge, text reading, and comprehension instruction. The programs also differed in their emphasis on articulating/applying orthographic rules and on particular procedures for decoding and encoding words. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01