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Direct linkFederico Batini; Giulia Toti – Education 3-13, 2024
In an era of evolving literacy challenges, an Italian based project 'Leggere: Forte!' (Reading Strong) is promoting shared reading aloud to spark youth interest in reading and improve language skills. Now in its third year, the project team have analysed the impact of daily shared reading on 1829 children aged 3-10. The results show significant…
Descriptors: Reading Aloud to Others, Language Skills, Literacy, Foreign Countries
Download full textBilgi, Arzu Doganay; Özmen, E. Rüya – Educational Sciences: Theory and Practice, 2018
This study investigates the effectiveness of Modified Multi-Component Cognitive Strategy Instruction (MMCSI) on expository text comprehension skills of students with mild intellectual disability (ID). Three students participated from inclusion classes of three different secondary schools in Turkey. The study was conducted using a multiple probe…
Descriptors: Reading Comprehension, Mild Intellectual Disability, Reading Strategies, Teaching Methods
Guterman, Oz; Neuman, Ari – Reading Psychology, 2019
The homeschool framework differs significantly from the traditional school setting. Earlier research has shown differences between homeschooled and other children in language skills, but no study has examined how homeschooling is related to the acquisition of the different components of reading. The present research examined several reading…
Descriptors: Home Schooling, Language Skills, Comparative Analysis, Reading Skills
Roux, Catherine; Dion, Eric; Barrette, Anne; Dupéré, Véronique; Fuchs, Douglas – Remedial and Special Education, 2015
This study examines whether explicit reading comprehension instruction is relevant for students with high-functioning autism spectrum disorder (ASD). Forty-five students (M[subscript age] = 9 years) were randomly assigned to two conditions: control or intervention. Those assigned to the intervention condition received instruction on vocabulary,…
Descriptors: Reading Instruction, Reading Comprehension, Elementary School Students, Autism
Snyder, Elise; Golightly, Amy F. – Education, 2017
Reading is a skill that is necessary to be successful both academically and professionally in today's society. Thus, it is essential that educators work with students to develop their reading skills and help them become proficient readers (Otto, 2008). This study concurrently implemented a phonics-based reading intervention and a sight-word…
Descriptors: Grade 2, Elementary School Students, Case Studies, Reading Instruction
Browder, Diane M.; Hudson, Melissa E.; Wood, Alyson Leah – Exceptionality, 2013
A modified system of least intrusive prompting was used to teach middle school students with moderate intellectual disability who were emergent readers to comprehend short passages of text. Text passages were summaries of the chapters of age-appropriate novels rewritten for a beginning reading level. Time delay was used to teach the participants…
Descriptors: Moderate Mental Retardation, Prompting, Middle School Students, Reading Instruction
Kennedy, Michael J.; Deshler, Donald D.; Lloyd, John Wills – Journal of Learning Disabilities, 2015
The purpose of this experimental study is to investigate the effects of using content acquisition podcasts (CAPs), an example of instructional technology, to provide vocabulary instruction to adolescents with and without learning disabilities (LD). A total of 279 urban high school students, including 30 with LD in an area related to reading, were…
Descriptors: Vocabulary Development, Multimedia Instruction, Adolescents, Learning Disabilities
Curcic, Svjetlana; Johnstone, Robin S. – Computers in the Schools, 2016
This study examined the effects of an intervention in writing with digital interactive books. To improve the writing skills of seventh- and eighth-grade students with a learning disability in reading, we conducted a quasi-experimental study in which the students read interactive digital books (i-books), took notes, wrote summaries, and acted as…
Descriptors: Intervention, Writing Skills, Learning Disabilities, Cartoons
Gustafson, Stefan; Falth, Linda; Svensson, Idor; Tjus, Tomas; Heimann, Mikael – Journal of Learning Disabilities, 2011
In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second…
Descriptors: Reading Difficulties, Intervention, Disabilities, Decoding (Reading)
