Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support

Capin, Philip; Hall, Colby; Stevens, Elizabeth A.; Steinle, Paul K.; Murray, Christy S.

doi:10.1177/00400599221079643

Cited by 2 publications

(2 citation statements)

References 55 publications

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“…We will further contextualize the findings from the perspective of multi-tiered system of support (MTSS) which is an instructional framework that relies on tiered levels of instruction based on findings from universal screeners of all students and progress monitoring measures for students in need of additional instruction (National Center on MTSS, 2020). Tier 1 is provided to all students and typically includes vocabulary and comprehension instruction for students in 4th grade and above (Capin et al, 2022). Instruction provided for tiers 2 and 3 is for students who are behind and in need of remediation of particular discrete skills (Reed et al, 2012).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Reading Instruction for Students with Autism Spectrum Disorder: Comparing Observations of Instruction to Student Reading Profiles

Solis,

McKenna

2023

J Behav Educ

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Despite a marked increase in the volume of research investigating issues about reading interventions for students with ASD (e.g., Bailey and Arciuli, Rev J Autism Dev Disord 7(2):127–150, 2020; Chiang and Lin, Focus Autism Other Dev Disab 22(4):259–267, 2007), very few studies have examined the current reading practices experienced by children with ASD in the schools. This mixed-method study reports on the observed reading instruction and reading performance of students (N = 39) with autism spectrum disorder (ASD) in grades 4–8 (ages 9–14 years.) across two separate geographic regions of the USA. Data collection included systematic observations of tier 1 and tier 2/3 reading instruction. Students were also assessed with standardized measures of word recognition, language, and reading comprehension. The purpose of this investigation was to contribute to the limited corpus of observation research on reading instruction for students with ASD within the context of describing student performance on battery of standardized measures. A total of 168 lesson sessions totaling 7497 min of observed class time were completed and the battery of measures were administered to students. Results of the observations indicated that 44–48% of instructional time across different tiers of instruction were dedicated to comprehension monitoring consisting of answering teacher directed questions. Minimal amounts of time were dedicated to word recognition instruction. According to findings from the assessment battery, approximately 46% of students had below average scores on word recognition and reading comprehension measures. Study findings suggest a mismatch between student needs and the manner in which they were addressed.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Reading Instruction for Students with Autism Spectrum Disorder: Comparing Observations of Instruction to Student Reading Profiles

Solis,

McKenna

2023

J Behav Educ

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“…This further emphasizes the need for screening of reading comprehension and related component skills in adolescence to inform instructional practice in the classroom. Students with reading comprehension difficulties but higher word-level skills will benefit from explicit instruction of vocabulary and reading comprehension strategy instruction implemented in both LA and content-area classrooms (Capin et al, 2022). Students with documented evidence of reading difficulties, particularly in word-level skills, will require intensive interventions targeting different aspects of reading.…”

Section: Longitudinal Transition Of Latent Profilesmentioning

confidence: 99%

Examining the Word-Level Skill and Reading Comprehension Profiles of Adolescents With and Without Specific Learning Disabilities

Richmond

Daucourt

Hart

et al. 2023

Learning Disability Quarterly

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This study examined the heterogeneity of literacy profiles for adolescents with and without a specific learning disability (SLD). Student subgroups displaying common patterns of performance in word-level skills and reading comprehension were identified through latent profile analysis. Results indicate most of the total sample demonstrated below-average performance in one or both areas with word-level skill difficulties being more common than difficulties in reading comprehension alone. Changes in reading performance by profile over time (Grades 6–8) were examined through a latent transition analysis revealing consistent patterns in the SLD sample and variable patterns in the typically developing sample. Resulting profiles were utilized to predict performance on an end-of-year broad reading comprehension measure indicating very little change in performance over time. Findings suggest large numbers of adolescents with concurrent word-level and reading comprehension difficulties likely need sustained intervention in word-level skills to support their reading comprehension.

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Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support

Cited by 2 publications

References 55 publications

Reading Instruction for Students with Autism Spectrum Disorder: Comparing Observations of Instruction to Student Reading Profiles

Reading Instruction for Students with Autism Spectrum Disorder: Comparing Observations of Instruction to Student Reading Profiles

Examining the Word-Level Skill and Reading Comprehension Profiles of Adolescents With and Without Specific Learning Disabilities

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