Effects of Intensive Reading Remediation for Second and Third Graders and a 1-Year Follow-Up.

Blachman, Benita A.; Schatschneider, Christopher; Fletcher, Jack Μ.; Francis, D.; Clonan, Sheila M.; Shaywitz, Bennett A.; Shaywitz, Sally E.

doi:10.1037/0022-0663.96.3.444

Cited by 127 publications

(101 citation statements)

References 37 publications

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“…Second, studies with younger children and older dyslexics, who have been carefully matched on a measure of reading skill, indicated that dyslexics performed poorer on measures of PA (e.g., Kirby et al, 2003). Finally, remediation studies with children at risk for dyslexia showed that by improving PA there was a substantial improvement in reading ability in English-speaking populations (e.g., Ball & Blachman, 1991;Blachman et al, 2004;Lovett, Steinbach, & Frijters, 2000;Nicolson, Fawcett, Moss, Nicolson, & Reason, 1999). However, English-speaking children who have dyslexia also been shown to have difficulties related to other language tasks in addition to reading and spelling (see Bishop, 2002, for a review; Rispens, 2004;Seidenberg & McClelland, 1989;Snowling, 1981).…”

Section: Pa and Dyslexiamentioning

confidence: 99%

Phonological Awareness and Working Memory in Arabic-Speaking Egyptian Preschool Children at Risk for Dyslexia

Zayed¹,

Roehrig²,

Arrastia-Lloyd³

et al. 2013

IJPS

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This purpose of this study was to examine the relationship between phonological awareness, verbal working memory, and risk for dyslexia in Arabic language in preschool children. The participants of this study were preschool children between the ages of five and six, who represented two groups: (20) children at risk for dyslexia and (20) children normal without any risk for dyslexia. These children were randomly selected from a larger sample of 425 preschool children in Egypt. Phonological awareness and verbal working memory tasks were used to compare children's abilities. The findings indicate that there is a strong relationship between phonological awareness and working memory. In addition, phonological awareness and working memory may have an effect on children's phonological sensitivity and reading skills.

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Section: Pa and Dyslexiamentioning

confidence: 99%

Phonological Awareness and Working Memory in Arabic-Speaking Egyptian Preschool Children at Risk for Dyslexia

Zayed¹,

Roehrig²,

Arrastia-Lloyd³

et al. 2013

IJPS

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“…Determination of the level of intervention needed is based on the results of progress-monitoring assessments of instructional response. When these components are in place, RTI represents a school-wide change model that requires a close working relationship among general education, special education, and other instructional resources in a school and district.Although there is a need to expand the knowledge base on RTI with elementary students, much is known about universal screening, progress monitoring, and multi-tiered intervention with younger students at risk for reading difficulties (Blachman et al, 2004;Denton, Fletcher, Anthony, & Francis, 2006;Felton, 1993;Fletcher, Lyon, Fuchs, & Barnes, 2006;Jenkins & O'Connor, 2002;Lovett et al, 2000;Mathes et al, 2005;McMaster, Fuchs, Fuchs, & Compton, 2005;Torgesen et al, 1999;Vellutino et al, 1996). However, considerably less is known about the factors associated with effective screening, progress monitoring, and intervention for older students.…”

mentioning

confidence: 99%

Response to intervention with older students with reading difficulties

Vaughn¹,

Fletcher²,

Francis³

et al. 2008

Learning and Individual Differences

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Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced literacy instruction for middle school students that includes the essential components of any RTI model: universal screening, progress monitoring, and multitiered instructional service delivery. We use screening and progress-monitoring tools specifically tied to state accountability tests and a multi-tiered instructional framework that addresses the literacy needs of all middle school students, including struggling readers. Presently a large-scale, multi-site randomized trial is under way to evaluate the feasibility and effectiveness of this RTI model for middle school students. Special Issue Edited by Don Compton, Vanderbilt UniversityPublisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Response to Intervention with Older Students with Reading DifficultiesResponse to Intervention (RTI) is an approach to enhancing classroom instruction and systematically implementing more intensive interventions to meet the instructional needs of struggling learners. Fundamental to the implementation of an RTI approach are the following components: (a) accurate universal screening to assure that all students at-risk for reading difficulties are identified as early as possible, (b) valid and reliable progress monitoring to determine students' response to instruction that may vary in intensity and differentiation, and (c) multi-tiered research-based reading interventions to provide confidence that students whose response is less than expected have been provided with the most effective instruction and intervention protocols available. In addition, implementation requires knowledge about effective school and student factors that contribute to RTI models. Thus, RTI introduces instruction-driven assessments and a layered approach to instructional service delivery that begins in the classroom with all students (Tier I); supplements instruction with secondary interventions that provide greater intensity, differentiation, and time on task for some students (Tier II); and provides intensive intervention for a smaller number of students who have not benefited adequately from classroom instruction and secondary interventions (Tier III). Determination of the level of intervention needed is based on the results of progress-monitoring assessmen...

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“…In order to offer systematic, well-sequenced phonics instruction, reading teachers must have knowledge of the grapheme/phoneme conventions in English. Particularly because the English orthography has more than its share of inconsistent sound/symbol correspondences, the writing system is most appropriately taught through systematic and explicit instruction, which has been shown to be valuable for most students and critical for those who do not perceive patterns intuitively (Adams, 1990;Blachman et al, 2004;Cunningham, 1990;Foorman & Torgesen, 2001;National Reading Panel, 2000;Oudeans, 2003;Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001). Emphasis on more sophisticated linguistic structures, such as the recognition of morphemes (the smallest meaningful units in words), is also useful because it provides teachers and students the keys to understanding the meanings of thousands of words.…”

mentioning

confidence: 99%

Starting small: Building preschool teacher knowledge that supports early literacy development

2009

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A growing body of research is emerging that investigates the teacher knowledge base essential for supporting reading and writing development at the elementary school level. However, even though increasing recognition is given to the pivotal role that preschool teachers play in cultivating children's early literacy development, considerably fewer studies have examined the knowledge base of these early childhood educators. This paper will discuss the existing research literature and then examine a recent study that investigated the knowledge constructs of 20 preschool teachers. Findings indicate that preschool teachers lack the disciplinary knowledge required to promote early literacy and, in fact, tend to overestimate what they know, creating a potential obstacle for seeking additional knowledge. Recommendations for strengthening professional development programs and developing more robust measures of preschool teacher knowledge are proposed.

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Effects of Intensive Reading Remediation for Second and Third Graders and a 1-Year Follow-Up.

Cited by 127 publications

References 37 publications

Phonological Awareness and Working Memory in Arabic-Speaking Egyptian Preschool Children at Risk for Dyslexia

Phonological Awareness and Working Memory in Arabic-Speaking Egyptian Preschool Children at Risk for Dyslexia

Response to intervention with older students with reading difficulties

Starting small: Building preschool teacher knowledge that supports early literacy development

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