Read Like Me: An Intervention for Struggling Readers

Abstract

The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention deficit hyperactive disorder. Using a single-case experimental design, the intervention was monitored in four phases, including a baseline, intervention coupled with regular schooling, intervention only, and a return to baseline. The results indicated that the intervention combined with regular schooling improved his reading expression and rate and also his decoding skills, word knowledge, and reading comprehension. In conclusion, the authors offer Read Like Me as one more intervention that may be a viable option for teachers in their effort to support developing readers.The theory of automaticity essentially purported that the more automatic readers become in word recognition, the more cognitive resources can be reallocated to higher-level reading processes, such as reading comprehension [1]. Stanovich [2] referred to the theory of automaticity as a critical precursor to many important reading theory developments. Decades later, it is still used to frame studies in reading, especially those that examine practiced-based methods [3][4][5][6]. The purpose of this study was to explore the effectiveness of a newly developed practice-based reading intervention for struggling elementary readers. The intervention, Read Like Me, is a multifaceted approach comprised of several researched interventions, including reading aloud, repeated readings, assisted reading, and the gradual release of responsibility. In light of the significant impact that the methods have on students' reading, the methods were combined to create a synergistic and potentially effective intervention.Struggling readers need expert, research-based instruction [7] especially as the expectations grow for young readers. Students are increasingly required to read texts that are too difficult, a requirement that contradicts previous research [8,9]. Gradually, however, that perspective has changed [10], and students are frequently engaged in texts that are far more challenging. Allington [7] adamantly opposes this practice and reminds us that adults would likely refuse to read books at only 98%-word recognition accuracy, which would amount to approximately six unknown words per page. Regardless, here we are putting difficult texts into the hands of struggling readers.Recently, Strong, Amendum, and Conradi Smith [11] described a similarly dim outlook on the current perspectives on text difficulty in modern reading education. However, the authors continued on to describe some of the research that may help educators consider the appropriate contexts for utilizing challenging texts. Before selecting a text, a teacher should consider the reader and also how much assistance will be provided. Thus, it might be possible for te...

A historical narrative review of paired oral reading practices in elementary classrooms

“…Recent studies have begun to measure the influence of SPORT on tutee prosody, extending the theme first described by Flood et al (2005). However, to date, only four studies investigating oral reading prosody have been conducted (Brown et al, 2018; Young et al, 2015; Young et al, 2020; Young, Pearce, et al, 2018). These preliminary results demonstrate positive outcomes in prosody for tutees who read aloud synchronously with partners.…”

“…Two studies calculated effect sizes for tutee prosody gains, each reporting large effects ( d = 1.44, Young et al, 2015; d = 1.03, Young, Pearce, et al, 2018). Further, raw score gains appear positive for tutees on the 16‐point scale in the MFDS (4.4, Brown et al, 2018; 2.79; Young et al, 2015; 2.8, Young, Pearce, et al, 2018; 4.16, Young, Pearce, et al, 2018; 5, Young et al, 2020). Again, these outcomes may be influenced by tutee grade level; the study with the smallest reported gains (Young et al, 2015) was composed primarily of Grade 4 and 5 students, whereas the other three studies used Grade 2 and Grade 3 students.…”

“…Only four studies in the SPORT literature measured reading prosody (Brown et al, 2018; Young et al, 2015; Young et al, 2020; Young, Pearce, et al, 2018). These studies utilised the Multi‐Dimensional Fluency Scale (MDFS; Zutell & Rasinski, 1991), and all indicated positive prosody outcomes for tutees.…”

Motivating Struggling Malaysian Primary ESL Readers Through The ‘Read and Record Project’

“…In fact, there are a lot of researches done on the positive effect of incorporating technology in learning. However, as stated by Young, Lagrone and McCauley (2020), "reading research has been conducted for centuries, but yet, there is still a need for additional reading interventions, as no one intervention will work for every student" (p. 3). Considering the interest of the students and the approachability of this tool to be carried out with their parents at home, video recording of reading session project was introduced to motivate students to read more.…”

Enhancement Learning Aksi Platform Reading Literacy of Elementary Students

“…The reading literacy ability of elementary school students from the start will be a big asset for the development of interest and reading habits. Interests and reading habits can lead to the ideals of the nation (Young et al, 2020). The habit of reading is the key for a nation to progress, to become a culture by being taught and having a disciplinary process.…”