Raising the reading skills of secondary-age students with severe and persistent reading difficulties: evaluation of the efficacy and implementation of a phonics-based intervention programme

Jeffes, Ben

doi:10.1080/02667363.2015.1111198

Cited by 14 publications

(16 citation statements)

References 11 publications

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“…Increasing self‐efficacy and engagement is critical, through providing varied and accessible texts to promote interest, alongside targeted reading instruction to address cognitive components of reading (Alvermann, ; Quirk & Schwanenflugel, ). As mentioned, despite the dearth of technical reading interventions for adolescents (Brooks, ), there is some evidence to suggest the efficacy of targeting primary reading skills such as phonic decoding in improving reading proficiency amongst this population (Jeffes, ).…”

Section: Discussionmentioning

confidence: 99%

“…Acknowledging the importance of reading, research has tended to focus primarily on addressing development through technical interventions (Brooks, ; Jeffes, ; Scammacca et al ., ). However, Lau () proposes that cognitive processes alone are not sufficient in describing reading behaviours, a view supported by findings from a recent longitudinal study which examined the relationship between intrinsic motivation, perceived competence, classroom engagement, extrinsic motivation and reading achievement (Froiland & Oros, ).…”

Section: Introductionmentioning

confidence: 99%

“…Limited desire to read leads to less time spent reading text, which can impact on literacy acquisition. Additionally, struggling readers can develop low reading self‐efficacy (Bandura, ), which can also impact on an individual's attitude becoming more negative (Jeffes, ).…”

Section: Introductionmentioning

confidence: 99%

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‘I just find it boring’: Findings from an affective adolescent reading intervention

Cockroft¹,

Atkinson²

2017

Support for Learning

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Research suggests that reading engagement and motivation are strong predictors of reading performance. Reading motivation may decline as students approach adolescence, resulting in less time spent with text. To date, there has been no research on how practitioners might directly support students to address affective factors in reading. In this exploratory case study, three disengaged, Year 8 readers received five sessions of an affective intervention aimed at helping them explore and challenge their own ambivalence towards reading. Quantitative and qualitative data from pre-, post-and three-month follow-up indicated a range of benefits in relation to reading engagement and motivation, including improved self-efficacy, increased participation and the usefulness of talking about affective factors in reading. Findings are further examined and implications for practitioners are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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‘I just find it boring’: Findings from an affective adolescent reading intervention

Cockroft¹,

Atkinson²

2017

Support for Learning

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“…A body of literacy research has shown that students who are delayed in reading fall increasingly behind their peers academically and can experience low self-esteem (Jeffes, 2016).…”

Section: Summary Of Literature Methods and Findingsmentioning

confidence: 99%

“…It is imperative that treatment resisters, that is students who have experienced reading interventions yet have not responded significantly, receive instruction that can best help them achieve reading gains that will boost their self-esteem and academic performance. A body of research has shown that struggling readers demonstrate word reading gains when explicitly taught using a systematic multisensory phonics intervention (Chen & Savage, 2014;Duff, Hayiou-Thomas, & Hulme, 2012;Jeffes, 2016;Tilanus, Segers, & Verhoeven, 2016;Wall, Rafferty, Camizzi, Max, & Van Blargan, 2016).…”

Section: Summary Of Literature Methods and Findingsmentioning

confidence: 99%

A Systematic Multisensory Phonics Intervention for Older Struggling Readers: Action Research Study

Henry¹

2020

Networks: An Online Journal for Teacher Research

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Upper elementary readers who persist with reading difficulties face both academic and emotional challenges when they do not make reading gains equal to their peers. Decades of research has shown that persistent treatment resisters respond positively to a systematic multisensory phonics intervention. In my action research study, I examined how 5th and 6th grade struggling readers responded to a multisensory phonics intervention. Following the eight-week intervention, students made gains in word reading accuracy and demonstrated increased confidence in word reading skills. Implications of the study bolster the importance of providing phonics instruction to older struggling readers. Sixth grade students entered the Literacy Lab one at a time and circled up around the rug for a whole group check. I sat on the rug next to my teaching partner, a veteran Special Education teacher who developed this reading class as a Tier 3 intervention for Special Education students with IEP reading goals and for General Education students reading below grade level. "I have exciting news I'd like to share," I began. "Just like you, I'm also a student. I'm taking a class and I have a big project." I explained that I was conducting an action research study and have been thinking about big questions I have as a reading teacher. I looked around the circle and saw all eyes on me and felt very fortunate to work with this group of students. All seven of the students in the class had also been in the Literacy Lab for reading instruction the previous year as fifth graders. I had even worked with some when they had been in second grade, providing one-on-one and small group reading interventions. Several students leaned forward anticipating where this might be going, while out of the corner of my eye, I saw two boys slowly nod their heads and fold their arms in front of them. I have known these boys since they were in second grade and I was used to their playful rapport. I told the class I had written a letter to

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Phonics training for English-speaking poor readers

McArthur

Sheehan

Badcock

et al. 2018

Cochrane Database of Systematic Reviews

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Raising the reading skills of secondary-age students with severe and persistent reading difficulties: evaluation of the efficacy and implementation of a phonics-based intervention programme

Cited by 14 publications

References 11 publications

‘I just find it boring’: Findings from an affective adolescent reading intervention

‘I just find it boring’: Findings from an affective adolescent reading intervention

A Systematic Multisensory Phonics Intervention for Older Struggling Readers: Action Research Study

Phonics training for English-speaking poor readers

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