Building BRIDGES

O’Connor, Rollanda E.; Beach, Kristen D.; Sánchez, Victoria; Bocian, Kathleen M.; Flynn, Lindsay J.

doi:10.1177/0014402914563706

Cited by 24 publications

(29 citation statements)

References 41 publications

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“…Educators could provide some explicit strategy information in addition to practice. One specific strategy is to break words apart with the principle that every syllable has at least one vowel (O'Connor, Beach, Sanchez, Bocian, & Flynn, 2015). Another strategy is to apply knowledge that single vowels have alternative pronunciations by trying one or the other for any single vowel.…”

Section: Help For Reading Long Wordsmentioning

confidence: 99%

Does English Have Useful Syllable Division Patterns?

Kearns¹

2020

Reading Research Quarterly

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Programs for teaching English reading, especially for students with dyslexia, and educational practice standards often recommend instruction on dividing polysyllabic words into syllables. Syllable division is effort intensive and could inhibit fluency when reading in text. The division strategies might still be useful if they work so consistently that they will help students decode most unfamiliar polysyllabic words. No study of the English lexicon has confirmed that the pattern is highly consistent. This study addresses this gap in the literature. The utility of the two most frequently taught patterns was examined in a corpus analysis of 14,844 words from texts used in grades 1–8. The VC|CV pattern involves a single vowel (V), two consonants (CC), and another vowel. According to the expected pattern, the first vowel should have a short (lax) sound, such as the a in rabbit. This was true of 70.6% of instances in VCCV words in the corpus. For the V|CV pattern, the first vowel is expected have a long (tense) sound, such as the a in mason. This was true in 30.5% of instances in VCV words in the corpus. The patterns were more consistent for bisyllabic words than longer words (78.8% vs. 62.5% for VCCV words and 47.3% vs. 18.8% for VCV words, respectively). When comparing only short‐ and long‐vowel pronunciations (ignoring other sounds such as schwa), the first vowel followed the expected pattern in 94.3% instances of VCCV words and 53.3% of VCV words. The unreliability of VCV may not justify the effort required to use the strategy. There are implications for the debate about the science of reading.

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Section: Help For Reading Long Wordsmentioning

confidence: 99%

Does English Have Useful Syllable Division Patterns?

Kearns¹

2020

Reading Research Quarterly

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“…For example, during a 6-week intervention, Lenz and Hughes (1990) improved the ability of adolescents with LD to decipher multisyllabic words by teaching them to recognize word parts they already know in long words. O'Connor, Beach, Sanchez, Bocian, and Flynn (2015) shortened Lenz and Hughes's seven-step procedure to four steps (i.e., by dropping the components of context, check with someone, and look it up) with significant decoding effects for eighth-grade students with LD in just 3 weeks. Once students are able to read the multisyllabic words in history texts, they need to understand what they mean; however, students with LD also have less developed vocabulary than their peers (Bryant, Goodwin, Bryant, & Higgins, 2003).…”

mentioning

confidence: 99%

Building Better Bridges: Teaching Adolescents Who Are Poor Readers in Eighth Grade to Comprehend History Text

O’Connor

Beach

Sánchez

et al. 2017

Learning Disability Quarterly

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Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in eighth grade to generate main idea statements; create, compare, and contrast paragraphs; and identify cause and effect relations, along with relevant multisyllabic word study and vocabulary, as they read history text. The 34 participating students included 14 with disabilities and 20 without disabilities, who scored below the 5th percentile in reading, on average. The results were compared across special education and English learner status and with 81 typical readers from the same classes who studied the same units of history. Treated students made significant gains in use of these strategies, and poor readers with and without disabilities performed similar to their typical reader classmates in two of the three strategies following instruction. The instructional routines for each strategy are described.

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“…The current study, which represents the third year of this research, takes two forms. In one sense, this work is a replication of the study conducted in the previous year (O'Connor et al, 2015) in new schools and classrooms. Replication is an essential step in building a research base of effective practices, both with similar participants and conditions for verifiability, and with extensions to new participants and conditions to understand the extent of generalizability (Cook & Odom, 2013;Lemons, 2009).…”

mentioning

confidence: 90%

“…A brief orientation for each segment of the lessons follows. More extensive descriptions of each part of these lessons may be found in O'Connor et al (2015) and in the online appendices.…”

Section: Delivery Of Instructionmentioning

confidence: 99%

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Special Education Teachers Integrating Reading with Eighth Grade U.S. History Content

O’Connor

Sánchez

Beach³

et al. 2017

Learning Disabilities Research & Practice

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This research replicates an earlier study and extends it by shifting instructional responsibility from researchers to special education teachers, who implemented reading instruction that included multisyllabic word decoding, academic vocabulary, and three comprehension strategies (generating main ideas, comparing and contrasting people and events, and identifying cause and effect relations) with their intact eighth grade history classes, using history text as the reading material. Participants included 73 eighth grade students with disabilities (77 percent with learning disabilities, 72 percent males, and 45 percent English language learners) and four teachers. Compared to students with disabilities in typical special education history classes, students in the treatment outperformed controls on researcher‐developed measures of word‐ and text‐level reading comprehension, as well as in the history content that students in both conditions studied. Across reading strategies, implementation of “nearly all lesson components” ranged from 72 percent to 83 percent.

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Building BRIDGES

Cited by 24 publications

References 41 publications

Does English Have Useful Syllable Division Patterns?

Does English Have Useful Syllable Division Patterns?

Building Better Bridges: Teaching Adolescents Who Are Poor Readers in Eighth Grade to Comprehend History Text

Special Education Teachers Integrating Reading with Eighth Grade U.S. History Content

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