Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research

Wanzek, Jeanne; Wexler, Jade; Vaughn, Sharon; Ciullo, Stephen

doi:10.1007/s11145-009-9179-5

Cited by 181 publications

(201 citation statements)

References 37 publications

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“…This is particularly alarming when we consider that in the United States, for example, the Census Bureau reported that out of 3.9 million eighth graders who took the National Assessment of Educational Progress (NAEP) in 2007, twenty-six percent 'did not attain basic levels of literacy, and only 31% reached proficiencymeaning that roughly 1 million eighth graders were stalled at basic literacy levels and another 1.7 million were not proficient' (Greenleaf & Hinchman, 2009, p5). Further research has suggested that for many of these young people, difficulties with reading have plagued them since their early years in school (Wanzek, Wexler, Vaughn, & Ciullo, 2010). Hall (2016, p. 56) therefore warns that as a result of this constant 'failure', 'these students may refrain from engaging in classroom reading practices because of the belief that they cannot succeed, have little to offer, and cannot change their situation'.…”

Section: Ijep -International Journal Of Educational Psychology 7(2) 125mentioning

confidence: 99%

Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children

Levy

Hall²,

Preece³

2018

IJEP

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While much is known about the benefits of shared reading activity for children, and the role of the home in cultivating shared reading practices far less is known about the factors that can influence parents’ shared reading practices with their children. Given that many young people leave school with poor relationships with reading, this study explores the links between parents’ own relationships with reading and the shared reading they practice with their own children in the home. Drawing on deep-level interview data, this paper presents data from six parents of pre-school children, who reported that they have had a poor personal relationship with reading. These parents all developed positive shared reading relationships with their children, however the importance of this study lies in understanding the interplay between these reading relationships. The data strongly suggested that the construct of ‘reading’ was very different from the ways in which reading had previously been defined for these participants. Reading, within a shared reading context, was seen as a very flexible construct which included activities such as talking and telling stories. In some cases, parents’ own relationships with reading seemed to improve. Implications for intervention with other families are discussed.

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Section: Ijep -International Journal Of Educational Psychology 7(2) 125mentioning

confidence: 99%

Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children

Levy

Hall²,

Preece³

2018

IJEP

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“…Ces derniers sont considérés par les auteurs comme ayant des besoins similaires à ceux du début du secondaire. Wansek et al (2010) ont recensé 24 recherches dont les participants avaient principalement entre 9 et 11 ans et étaient décrits comme de faibles lecteurs sans toutefois avoir un diagnostic précis. Leur analyse montre des effets d'ampleur modérés à grands lorsque les interventions portent sur le vocabulaire et les stratégies de compréhension en lecture.…”

Section: Les Recherches Sur L'enseignement De La Lecture Et L'apportunclassified

“…Plusieurs auteurs soulignent les difficultés rencontrées lorsqu'ils tentent d'analyser des résultats de recherches tantôt relatifs à des évaluations construites par les chercheurs, tantôt à des évaluations normatives (Kaldenberg et al, 2015;Scammacca et al, 2015;Wansek et al, 2010). Cela rend difficile la comparaison entre les études ; il s'avère laborieux de préciser les interventions utiles à l'élève et leur incidence sur l'apprentissage.…”

Section: L'analyse De Recensions Antérieures Période De 2012 à 2016unclassified

“…Ainsi, les élèves de la 4 e , 5 e et 6 e année semblent avoir des besoins similaires à ceux du début du secondaire. Peu d'études portent encore aujourd'hui sur les élèves de la fin du secondaire et plusieurs chercheurs soulignent la nécessité d'investiguer de ce côté, d'une part (Gillespie et Graham, 2014 ;Wansek, 2010). D'autre part, plusieurs chercheurs sont d'avis qu'il faut développer des moyens pour étudier de manière plus rigoureuse les interventions mises de l'avant dans les différents milieux pour en dégager des pratiques d'intervention inspirantes en lecture.…”

Section: L'analyse De Recensions Antérieures Période De 2012 à 2016unclassified

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Que disent les recensions antérieures de recherches sur les enseignements favorisant les compétences en littératie de la fin du primaire et du secondaire?

Granger

Moreau²

2018

L & L

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RésuméCet article dresse un état des lieux sur les interventions en lecture et en écriture (stratégies, processus ou modalités) répertoriées depuis trente ans sur les enseignements favorisant les compétences en littératie de la fin du primaire et du secondaire. Notre analyse montre que certaines stratégies cognitives et métacognitives sont bénéfiques pour tous les élèves, qu'ils éprouvent un trouble d'apprentissage ou non. Pourtant elles seraient encore peu présentes dans les pratiques des enseignants. La discussion et la conclusion proposent des pistes de solutions afin que soient optimisées les capacités à lire, à écrire et à communiquer chez tous les élèves.Mots-clés littératie, compétences en littératie, lire et écrire, interventions, enseignement, apprentissage, enseignement disciplinaire Abstract This article provides an overview of the literacy interventions (strategies, processes or modalities) that have been documented over the last 30 years on literacy skills at the end of elementary and secondary school. Our analysis shows that some cognitive and metacognitive strategies are beneficial for all students who have a learning disability or not; yet they would still hardly be present in teachers' practices. The discussion and conclusion suggest possible solutions to optimize the reading, writing and communication skills of all students.

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“…For students with reading difficulties and disabilities, reading fluency is often more challenging; reading sight words and decoding novel words is slow and arduous, making text comprehension difficult (Chard et al 2002;Kim 2000;Kim and Park 2015). Due to the critical role of fluency as a predictor for successful reading, researchers have provided numerous suggestions for instructional practices for teachers to promote students' fluency in classrooms (e.g., Therrien 2004), as well as specialized recommendations for teaching fluency to struggling readers and students with disabilities (e.g., Chard et al 2002;Wanzek et al 2010;Wexler et al 2008).…”

Section: Introductionmentioning

confidence: 99%

The quality of evidence in reading fluency intervention for Korean readers with reading difficulties and disabilities

Park¹,

Kim

2015

Asia Pacific Educ. Rev.

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This study aimed to provide information about the quality of the evidence on reading fluency instruction for at-risk students and students with reading/learning disabilities as a way to evaluate whether an instructional strategy is evidence-based and has potential for classroom use. An extensive search process with inclusion and exclusion criteria yielded a total of 18 studies to be included in the present study: 12 group design studies and six single-subject design studies. The quality indicators proposed by Gersten et al. (Except Child 71:149-164, 2005) and Horner et al. (Except Child 71:165-179, 2005) were applied to evaluate the quality of selected fluency intervention studies. Results revealed that (a) most group design studies provided little information about the intervention and agent for the comparison group, (b) internal and social validity were not clearly stated in single-subject design studies, and (c) procedural fidelity in assessment and intervention implementation was inadequately addressed in both group design and single-subject design studies. Lack of methodological rigor, which hampers determinations of the effectiveness of fluency instruction, the current status of intervention studies, and future directions are discussed.

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Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research

Cited by 181 publications

References 37 publications

Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children

Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children

Que disent les recensions antérieures de recherches sur les enseignements favorisant les compétences en littératie de la fin du primaire et du secondaire?

The quality of evidence in reading fluency intervention for Korean readers with reading difficulties and disabilities

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