Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or at Risk for Reading Disabilities

Didion, Lisa; Toste, Jessica R.

doi:10.1177/00222194211043482

Cited by 5 publications

(3 citation statements)

References 59 publications

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“…Moreover, students with reading challenges have been classified as passive rather than active readers who do not monitor their understanding or select strategies to aid understanding and address misunderstanding (Elleman & Oslund, 2019). Prior studies provide evidence for the use of self-monitoring, or keeping track of one's own behavior during reading (e.g., Didion & Toste, 2021). Many studies have also used a combination of strategy instruction with metacognitive approaches to support application of newly learned skills (Berkeley et al, 2010).…”

Section: Metacognitive Approachesmentioning

confidence: 99%

A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades

Filderman

Austin

Boucher

et al. 2021

Exceptional Children

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Informed by theories of reading comprehension and prior reviews of reading comprehension intervention, this meta-analysis uniquely contributes to the literature because it describes the relative effects of various approaches to comprehension intervention for struggling readers in Grades 3 through 12. Findings from 64 studies demonstrate significant positive effects of reading comprehension intervention on comprehension outcomes ( g = .59, p < .001, 95% confidence interval [CI] [0.47, 0.74], τ2 = .31). A metaregression model indicated significantly higher effects associated with researcher-developed measures, background knowledge instruction, and strategy instruction, and significantly lower effects associated with instructional enhancements. Grade level, metacognitive approaches, and study quality did not moderate effects. Findings support the use of background knowledge instruction and strategy instruction to support comprehension of struggling readers in upper elementary and beyond.

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Section: Metacognitive Approachesmentioning

confidence: 99%

A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades

Filderman

Austin

Boucher

et al. 2021

Exceptional Children

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show abstract

“…In contrast, manualizing lesson plans minimizes the potential for the children and their families and teachers to directly influence the instructional design in a sustained way. Locally designed instructional materials can be more readily tailored to the interests and needs of individual children, and, following a data-based intervention model (e.g., Didion & Toste, 2022; Filderman et al, 2018), can be more rapidly modified if shown to not be working for a particular child. Both approaches have value for design of instruction; our choice in developing for wide dissemination was for ease of use in important efficacy trials such as this and also given our sense of the need for educators to rapidly gain access to usable materials without necessarily having the pedagogical content knowledge with which to develop such supplemental instructional content focused on oral language, as indicated by teacher knowledge assessments (e.g., Phillips et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Impact of supplemental multicomponent early childhood language instruction.

Phillips,

Lonigan,

Kim

et al. 2024

Journal of Educational Psychology

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The strong association of early language skills to later reading ability suggests that supporting the development of these skills in children who enter preschool or kindergarten with below-average language abilities may lead to stronger reading skills. Despite this, few evidence-based supplemental language instructional programs exist for school-based implementation. The current study reports on two large-scale randomized trials of combinations of small-group, intensive language-focused instructional component lessons implemented in preschool and kindergarten settings. After screening on two listening comprehension measures, 740 preschool and 870 kindergarten children were randomized to business-as-usual general education or to 18 weeks of instruction that paired two of three possible 9-week component programs. Children were assessed pre-and postinstruction on a battery of proximal, instructionally aligned measures and on standardized language and early literacy measures. Results indicated significant and often sizeable impacts on measures aligned with the content of instruction received. Moderation by order of instructional components and child characteristics provides insight into the overall and specific benefits of early intensive support for language development. Educational Impact and Implications StatementThis study evaluated the efficacy of small-group language interventions for children in preschool and kindergarten who qualified based on having low or below-average language skills at the beginning of the school year. Results indicated moderate-to-large significant impacts on researcher-developed measures and also significant impacts on some standardized language measures. These findings suggest that children with a range of initial language skills can be responsive to intensive language intervention provided in structured, highly interactive lessons by well-trained paraprofessionals.

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“…A procedure used to teach students to observe, record, and reinforce their own reading behaviors to strengthen accurate and fluent responding (Didion & Toste, 2022;Joseph & Eveleigh, 2011).…”

Section: Self-monitoring Proceduresmentioning

confidence: 99%

Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children

Stocker,

Fox,

Swain

et al. 2023

Behav. Soc. Iss.

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Many Australian students fail to meet an acceptable standard of reading proficiency. This can negatively impact their academic progress, social, and emotional well-being, and increase their risk of developing challenging behaviors. These risks and challenges have been found to compound over the lifetime of the learner. Unfortunately, the proportion of Australian students who fail to meet reading proficiency standards increases as they move through their years of schooling, and reading difficulties disproportionately affect historically marginalized groups. This has raised concerns about the effectiveness of instructional approaches used within the Australian education system, particularly in reading, and prompted discussions of reform. The purpose of this review paper was to examine the contributions of the science of reading and science of behavior to our collective knowledge regarding reading development and effective reading instruction, and how this knowledge is currently being used in the Australian context. We provide a discussion on the current state of reading instruction and achievement in Australia by considering national trends, inequities, and systemic challenges. Implications and recommendations to address inequities in reading outcomes, using both the science of reading and science of behavior, are discussed.

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Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or at Risk for Reading Disabilities

Cited by 5 publications

References 59 publications

A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades

A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades

Impact of supplemental multicomponent early childhood language instruction.

Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children

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