Lessons Learned during the Development and Validation of an Intensive Evidence‐Based Reading Intervention for Secondary Students

Schumaker, Jean B.

doi:10.1111/ldrp.12293

Cited by 3 publications

(2 citation statements)

References 85 publications

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“…Based on over four decades of research and development, learning strategies from the Strategic Instruction Model, which employs explicit instruction and systematic cognitive strategies, has been validated to teach specific reading, remembering, and writing strategies (as well as other strategies) to low-performing adolescents with or without IEPs, including students considered culturally and linguistically diverse (e.g., Schumaker and Deshler, 2010). A more recent example and further evolution of learning strategies instruction is a program called Xtreme Reading (XR), developed as a comprehensive Tier 2 intervention comprising eight foundational reading and motivation strategies including emphasis on vocabulary, decoding, fluency, and reading comprehension skills from the Strategic Instruction Model (Schumaker, 2022).…”

Section: Interventions That Improve Outcomes For Adolescents With Lea...mentioning

confidence: 99%

How do we best support adolescents with low academic performance and learning disabilities in the era of pandemic learning loss? The importance of intensive learning strategy interventions

O’Brien,

Boudah,

Lopuch

et al. 2023

Front. Educ.

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The COVID-19 pandemic put a spotlight on learning loss that teachers of low-performing adolescents, including those with learning disabilities (LD), have confronted for decades. Federal funding offers opportunities for school districts across the country to implement evidence-based interventions that promote outcomes for students with learning difficulties in middle and high schools including those from culturally and linguistically diverse backgrounds. There is a risk, however, of funding weak models of tutoring that prioritize subject-specific “homework help” in contrast to more effective programs. Research directs schools to the use of coherent intervention programs which are built into the school day, integrated into IEPs, facilitated by competent educators, employ a model of explicit-intensive instruction that has the most significant impact on learning outcomes for students with learning difficulties, and prioritize strategies that generalize to multiple content areas. Recommendations are presented for developing Individualized Education Programs for adolescents with LD, which align with the need for challenging, ambitious goals and special education services that are based on an extensive body of research.

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Section: Interventions That Improve Outcomes For Adolescents With Lea...mentioning

confidence: 99%

How do we best support adolescents with low academic performance and learning disabilities in the era of pandemic learning loss? The importance of intensive learning strategy interventions

O’Brien,

Boudah,

Lopuch

et al. 2023

Front. Educ.

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show abstract

“…We know the world there are several languages that we find one of which is arabic that we need to learn arabic is the language of all people who are muslims around the world ,a language that cannot be separated from the religion of islam, besides arabic is also one of the semitic languages of tegah incorporated,in arabic has many utterances than other languages (Mynott, 2019). Arabic is one of the world's languages, having developments in line with social development (Schumaker, 2022). According to the opinion of these experts and educational experts, but have the same principle, namely teaching materials are equipment or subject matter that is planned completely and has been systematic according to the learning principles used by students and students in the learning process (Verdoliva, 2020).…”

Section: Introductionmentioning

confidence: 99%

Employment of Audacity Application for Vocabulary Lessons

Fude,

Andrew,

Amrina

2022

J. Int. Lingua Tech

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In this day and age, technology has explored every line, including the world of education. There are many technologies that can be used in education, one of which is Audacity. Audacity is an application that is used to edit sound or audio. This application can be downloaded via desktop or android. One of the Arabic language learning used in this application is Istima’. This research is a qualitative descriptive research. Descriptive research is research that can examine literature reviews or describe phenomena that occur in the world of education. The purpose of this study is to describe the use of the Audacity application as an effort to strengthen students' interest in learning, this study uses qualitative research methods that are literature studies, while the sources of literature in this study are journals and books in the form of e-modules. As for how to use the application using an audacity account by utilizing the audacity application.

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Adaptive Learning and Correlative Assessment of Differential Usage Patterns for Students with-or-without Learning Disabilities via Learning Analytics

Modak,

Gharpure,

2023

ACM Trans. Asian Low-Resour. Lang. Inf. Process.

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Learning Disabilities (LD) can be categorized into logical, analytical, grammatical, Vocabularyulary, sequential, and inference disabilities. Analysis of such disabilities assists students to identify and strengthen their weak areas. A wide variety of analysis models are proposed by researchers to perform such tasks, but most of these models are highly complex, and cannot be scaled for multimodal parameter sets. To overcome these issues, this text proposes a model for correlative assessment of differential usage patterns in students with-or-without learning disabilities via multimodal analysis. The proposed model initially collects real-time inference sets for students with Learning Disabilities (LD), and without LDs. These sets consist of question-specific recorded responses for ‘Addition’, ‘Carry Propagation’, ‘Basic to Advanced Grammar’, ‘Direct, Inference and Vocabulary Comprehension’, ‘Finding odd-man-out’, ‘Sequencing’, and ‘Pseudo and Sight Spelling’ for different question sets. Answers to these questions and their metadata were processed via a correlative engine which assisted in evaluation of correctness, time needed per question per category, number of skips, number of revisits, and unanswered ratio for different students. This evaluation was combined with temporal analysis in order to identify per-category progress of students. Based on this progress, students were either upgraded to next level, or given lower-level questions, which assisted them to incrementally improve their grades. The model proved that the performance of LD students is 55% less than the non LD students and an average of 18 LD students have achieved an average of 33% of improvement after having multiple attempts of the adaptive lessons. The model uses a correlation function, which enables to identify answering patterns of LD and non-LD students with 98.4% accuracy, thus can be used for clinical scenarios.

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Lessons Learned during the Development and Validation of an Intensive Evidence‐Based Reading Intervention for Secondary Students

Cited by 3 publications

References 85 publications

How do we best support adolescents with low academic performance and learning disabilities in the era of pandemic learning loss? The importance of intensive learning strategy interventions

How do we best support adolescents with low academic performance and learning disabilities in the era of pandemic learning loss? The importance of intensive learning strategy interventions

Employment of Audacity Application for Vocabulary Lessons

Adaptive Learning and Correlative Assessment of Differential Usage Patterns for Students with-or-without Learning Disabilities via Learning Analytics

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