Grouping Practices and Reading Outcomes for Students with Disabilities

Elbaum, Batya; Vaughn, Sharon; Hughes, Marie; Moody, Sally Watson

doi:10.1177/001440299906500309

Cited by 108 publications

(118 citation statements)

References 40 publications

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“…En concreto, el PG tuvo un rendimiento superior a los otros dos (GG y GC) en algunas de las medidas de efectos específicos (conocimientos de estrategias y actividades de comprensión lectora y uso de estrategias) y en todas las medidas de efectos de generalización (medida estandarizada, significado implícito y recuerdo de ideas) en consonancia a los resultados del meta-análisis realizado por Elbaum, Vaughn, Hughes y Moody (1999). Estos resultados posiblemente sean explicados porque la instrucción desarrollada en pequeños grupos de estudiantes proporciona un entorno en el que los estudiantes tenían más oportunidades de comunicar lo que saben, de practicar las estrategias y de recibir supervisión y retroalimentación del profesor y de otros estudiantes (Helf, Cooke, y Flowers, 2009).…”

Section: Conclusionesunclassified

Instrucción en estrategias de comprensión lectora mediante enseñanza recíproca: Efectos del agrupamiento de los estudiantes.

Ferrer

Sánchez-López

Ayala³

et al. 2013

analesps

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Resumen: El objetivo de este estudio es comparar el efecto que dos formatos de agrupamiento de los estudiantes tiene sobre la comprensión lectora. La instrucción en comprensión lectora empleó la Enseñanza Recípro-ca (ER) que es un procedimiento que enseña a los estudiantes estrategias cognitivas para incrementar la comprensión lectora. Participaron 43 alumnos de 4º de E.P.: 18 fueron instruidos mediante ER en el aula ordinaria (GG); 8 mediante ER en pequeño grupo (PG) y 17 recibieron la enseñanza tradicional. Se emplearon dos tipos de medidas: medidas de efectos especí-ficos (idea principal y supervisión y regulación) y medidas de generalización (test estandarizado, significado implícito y recuerdo). Los resultados demuestran que los dos grupos instruidos mediante ER fueron superiores en las medidas de efectos específicos y en las de generalización al grupo de comparación. Además, el grupo instruido en pequeño grupo (PG) fue superior al GG y GC en la mayoría de las medidas de efectos específicos y de generalización. Palabras clave: Enseñanza recíproca; comprensión lectora; modalidad de agrupamiento; instrucción.Title: Instruction of Reading Comprehension Strategies through Reciprocal Teaching: Effects of Grouping Formats. Abstract: The aim of this study was to compare the effects of two grouping formats on the reading comprehension. Reading comprehension Instruction used reciprocal teaching (RT) that is an instructional procedure to teach students cognitive strategies that might lead to improved reading comprehension. A sample of 43 students in the fourth year of primary education was selected: 18 children were instructed in regular classroom (GG), 8 were instructed in small group (PG), while the remaining 17 made up the comparison group (GC). Two types of comprehension measures were used: tasks of specific effects (getting the main idea, comprehensionmonitoring test) and transfer effect measures (standardized test, word meaning inference, and free recall). Thus, the results show that both RT conditions benefited from the instruction, performing better than the comparison group in measures of specific effects and in the transfer effect measures. Furthermore, students from small group (PG) outperformed students in GG and GC on specific effects and in the transfer effect measures. Key words: Reciprocal teaching; reading comprehension; grouping formats; instruction. IntroducciónEl logro de una buena comprensión lectora es, y ha sido, una de las principales metas de la enseñanza primaria, debido a que sobre la comprensión lectora se asienta una gran parte de los aprendizajes de la enseñanza secundaria (Alvermann y Earle, 2003;Johnston, Barnes y Desrochers, 2008; Madariaga y Martínez, 2010;Spörer, Brunstein y Kieschke, 2009; Vaughn y Klingner, 2004). Además, diferentes estudios observacionales han mostrado que los profesores no suelen emplear procedimientos de instrucción de la comprensión lectora (Durkin, 1978-79;Ness, 2008;Solé, 1987;Solé y Teberosky, 2002).Por ello, no resulta extraño que durante los últimos años...

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Section: Conclusionesunclassified

Instrucción en estrategias de comprensión lectora mediante enseñanza recíproca: Efectos del agrupamiento de los estudiantes.

Ferrer

Sánchez-López

Ayala³

et al. 2013

analesps

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“…Because language learning necessarily relies on communication and interaction, peer tutoring is a logical fit for Spanish conversation, and can be empowering to students with LD. Previous studies have indicated that peer tutoring was reciprocally helpful to LD students and to their peers in general education without identified difficulties (Elbaum et al, 1999).…”

Section: F Peer Tutoringmentioning

confidence: 99%

A Framework for Supporting Students with Learning Disabilities in Spanish Courses: Connecting Learning Characteristics and Instructional Methods

Tolbert

Killu

Lazarus

2015

TPLS

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Abstract-Students with learning disabilities are characterized by highly individualized dysfunction of the central nervous system. Current research has suggested that the learning difficulties experienced may be attributable to processing difficulties in working memory, attention, information retrieval, and phonological processing. In educational environments, students with learning disabilities often struggle to meet the demands of the general curriculum and require support or intervention to reveal their potential. Because the demands of learning an unfamiliar language can expose weaknesses and heighten anxiety, individuals with learning disabilities have often avoided or been discouraged from foreign language study. However, research conducted on the use of multi-sensory approaches has indicated that such instruction can help students with learning disabilities to succeed in learning Spanish. A discussion of the relationship between neurological research and multi-sensory teaching provides implications for persons with learning disabilities experiencing meaningful inclusion in Spanish courses. Application of research and associated theory to practice is expressed in the form of examples of general accommodations, existing resources, and learning strategies which provide a framework for students with LD to have positive experiences in Spanish. Index Terms-multi-sensory, foreign language instruction, learning disabilities, working memory, Spanish vocabulary I. CHARACTERISTICS OF LEARNING DISABILITIES AND FOREIGN LANGUAGE CHALLENGESIndividuals identified as having learning disabilities (LD) often experience difficulties related to language, resulting from central nervous system (CNS) dysfunction. This atypical operation of the CNS makes it especially challenging for students with LD to succeed with reading, math, and the oral or written expression of language. In addition to the obstacles which exist for established content areas, students with LD often experience added difficulty in learning a non-English language. The following paper will discuss the difficulties faced by students with LD, and the current state of research on how such difficulties may derive from CNS dysfunction. Additionally, the relationship between common challenges of LD students and successful learning with multi-sensory instruction will be considered. Finally, practical examples of accommodations, resources, and learning strategies for multi-sensory Spanish instruction will be offered.

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“…Although unable to distinguish which instructional model was the most effective (i.e., collaborative learning (Swanson, 1999), CWPT (Greenwood et al, 2007), direct, explicit, and intensive instruction (Carnine et al, 2006;Foorman & Torgesen, 2001), small group instruction (Elbaum et al, 1999), positive emotional support, and repeated practice (Lovett et al, 2000;Rashotte et al, 2001), we can say with some degree of certainty that increased opportunities to respond, engagement in cooperative groups, and the opportunity to practice skills to mastery led to the positive outcomes on standardized tests and to documented changes in reading skills of high school students with severe reading disabilities. These findings also validate the notion that teachers must use the most robust pedagogical components in order to begin to close the gap that exists between older readers who struggle with reading and good readers (Cirino et al, 2013;Faggella-Luby & Deshler, 2008;Roberts et al, 2008;Vaughn & Fletcher, 2012).…”

Section: Implications For Practicementioning

confidence: 99%

Effectiveness of a Collaborative, Multi-Component Intervention for Adolescent Students with Severe Reading Disabilities

Ziolkowski¹,

McDowell²

2015

TOCOMMJ

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Abstract:The purpose of this study was to evaluate the effectiveness of a collaborative, multi-component reading intervention approach for adolescent students in high school with severe reading disabilities. Students in the experimental condition received 24 weeks of multi-component, differentiated small group interventions from a special-education teacher, a speech pathologist, and a paraprofessional with time to engage in cooperative groups and practice skills to mastery. Monthly progress monitoring informed the instructors of ongoing progress and drove instructional components based on student learning. The control group received whole classroom instruction combined with traditional, special educational supports. The results showed significant differences in growth between conditions on standardized measures of word reading fluency, oral reading fluency, and reading comprehension with medium effect sizes. No differences were noted in standardized vocabulary growth. Grade level progress in reading was not observed for either the experimental or the control groups; however, outcomes indicated only three "nonresponders" in the experimental group compared to six in the control. Findings are discussed in regard to practical application, limitations, and future research.

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Grouping Practices and Reading Outcomes for Students with Disabilities

Cited by 108 publications

References 40 publications

Instrucción en estrategias de comprensión lectora mediante enseñanza recíproca: Efectos del agrupamiento de los estudiantes.

Instrucción en estrategias de comprensión lectora mediante enseñanza recíproca: Efectos del agrupamiento de los estudiantes.

A Framework for Supporting Students with Learning Disabilities in Spanish Courses: Connecting Learning Characteristics and Instructional Methods

Effectiveness of a Collaborative, Multi-Component Intervention for Adolescent Students with Severe Reading Disabilities

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