Interventions in Learning Disabilities

Schiff, Rachel; Joshi, R. Malatesha

doi:10.1007/978-3-319-31235-4

Cited by 8 publications

(1 citation statement)

References 290 publications

(391 reference statements)

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“…A focus on word meaning helps students gain vocabulary and background knowledge, which are integral to reading comprehension (Cervetti & Hiebert, 2018). Furthermore, combining rather than isolating phonemic awareness, phonics knowledge, and vocabulary instruction strengthens all skills (Strom & Neuman, 2016).…”

Section: Figure 3 Key Instructional Goals For Each Of the Four Color Coded Levels Of Tri Instructionmentioning

confidence: 99%

Targeted Reading Instruction: Four Guiding Principles

Aiken¹,

Bratsch‐Hines²,

Amendum³

et al. 2021

The Reading Teacher

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This article describes four key principles from Targeted Reading Instruction (TRI, formerly called Targeted Reading Intervention), an evidence‐based early reading intervention and professional development program. Focused on accelerating the growth of students not yet meeting grade‐level expectations, one‐on‐one 15‐minute daily TRI lessons engage students in developing phonemic awareness, phonics knowledge, decoding, fluency, vocabulary, and beginning reading comprehension. Four key principles guide TRI, which can be applied to classroom reading instruction. First, all work is done in the context of real words and connected text, placing meaning at the heart of instruction. Second, lessons keep it moving, as they follow a consistent structure, use activities to achieve multiple objectives, and make use of all available resources. Third, TRI teachers let the student do the work, engaging students in productive struggle. Fourth, explicit teaching of skills such as blending provides students with unique strategies to become confident independent readers.

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Section: Figure 3 Key Instructional Goals For Each Of the Four Color Coded Levels Of Tri Instructionmentioning

confidence: 99%

Targeted Reading Instruction: Four Guiding Principles

Aiken¹,

Bratsch‐Hines²,

Amendum³

et al. 2021

The Reading Teacher

View full text Add to dashboard Cite

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Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms

Valdois,

Zaher,

Meyer

et al. 2024

Reading Research Quarterly

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Longitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the end of Grade 1. A first group of students was trained on a custom‐designed digital application—called EVASION—that targeted VAS abilities. Another group used the GraphoGame application, while the third was a “business‐as‐usual” group. A total training time of 10 h was recommended; training was performed during the regular school day, under the sole supervision of teachers. Pre–post intervention assessment revealed higher VAS, higher reading fluency improvement, and higher postintervention spelling skills in the EVASION group. Children who spent more time playing with EVASION improved more in both VAS and literacy skills. In the whole population, VAS enhancement predicted reading fluency improvement and posttraining spelling skills, independently of other reading related skills and of the class effect. The overall findings suggest that training VAS in the classroom might prevent difficulties in learning to read and spell. Evidence for longitudinal effects of VAS training on literacy skills support a causal relationship. In improving multiletter parallel processing, training would translate into better orthographic learning, yielding higher reading fluency and spelling skills.

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Reading Strategies to Improve Reading Skills of Disabled Students

Cure

2024

The Palgrave Encyclopedia of Disability

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Interventions in Learning Disabilities

Cited by 8 publications

References 290 publications

Targeted Reading Instruction: Four Guiding Principles

Targeted Reading Instruction: Four Guiding Principles

Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms

Reading Strategies to Improve Reading Skills of Disabled Students

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