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Kimberly Keebler Dresner – ProQuest LLC, 2024
Up until third grade, reading instruction is focused on learning to read, while in fourth grade and up, students begin reading to learn (Annie E. Casey Foundation, 2024; Grunke et al., 2013). This reading with purpose includes increasing critical thinking skills and using newfound reading skills to understand complex subjects such as math and…
Descriptors: Video Technology, Reading Comprehension, Reading Achievement, Models
Margaret Vaughn; Dixie Massey – Peter Lang Publishing Group, 2024
Given the current emphasis on how to teach reading, also known as the debate on the "Science of Reading," this text addresses the fundamentals of reading instruction and provides practical evidence-based research and strategies to support students who may be experiencing reading challenges. With a keen focus on how to apply knowledge of…
Descriptors: Reading Difficulties, Reading Instruction, Teaching Methods, Teacher Competencies
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Capin, Philip; Stevens, Elizabeth A.; Vaughn, Sharon – Mind, Brain, and Education, 2023
Two potential pathways for improving reading outcomes for students with reading disabilities are presented: (a) systematically integrating self-regulation instructional practices within reading interventions and (b) aligning small-group reading intervention with core reading instruction to reduce the pressure on the executive system. Two separate…
Descriptors: Metacognition, Reading Comprehension, Teaching Methods, Reading Improvement
Didion, Lisa; Toste, Jessica R. – Journal of Learning Disabilities, 2022
Data Mountain is a self-determination program that has shown early promise in enhancing the oral reading fluency (ORF) of students with or at risk for reading disabilities (RD). This program supports self-determined learning behaviors through explicit teaching of self-monitoring, goal setting, and positive attributions. The present study tested…
Descriptors: Self Evaluation (Individuals), Goal Orientation, Positive Attitudes, Reading Fluency
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Benney, Chandler M.; Cavender, Savannah C.; McClain, Maryellen Brunson; Callan, Gregory L.; Pinkelman, Sarah E. – Contemporary School Psychology, 2022
Students with specific learning disability (SLD) are at a greater risk for reading difficulties, academic stress, and deficits in self-efficacy. There are several research-supported interventions used in schools that are effective in increasing reading skills (e.g., reading fluency) but do not explicitly address academic stress or deficient…
Descriptors: Evidence Based Practice, Reading Instruction, Intervention, Learning Disabilities
Khaled S. Alotaibi – ProQuest LLC, 2022
Students with Learning disabilities and at risk for reading difficulties often face challenges in reading fluency and comprehension that impact negatively on academic success. Repeated reading (RR) is an intervention designed to increase reading fluency and comprehension skills among students at risk and diagnosed with disabilities. The purpose of…
Descriptors: Students with Disabilities, Reading Difficulties, At Risk Students, Reading Instruction
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Wu, Shengtian; Stratton, Kasee K.; Gadke, Daniel L. – Contemporary School Psychology, 2020
Repeated reading (RR) is one of the most widely studied reading fluency interventions. The procedure has been studied independently, as well as in conjunction with up to five different add-on intervention components. Such add-on interventions target skills, including syllable segmentation, grammar, and vocabulary, each of which has been identified…
Descriptors: Reading Fluency, Repetition, Teaching Methods, Intervention
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Katlynn Dahl-Leonard; Colby Hall; Michael P. Mesa; Tricia A. Zucker; Delanie Peacott – Grantee Submission, 2024
The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…
Descriptors: Reading Instruction, Reading Difficulties, Small Group Instruction, Kindergarten
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Katlynn Dahl-Leonard; Colby Hall; Michael P. Mesa; Tricia A. Zucker; Delanie Peacott – Reading & Writing Quarterly, 2024
The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…
Descriptors: Reading Instruction, Reading Difficulties, Small Group Instruction, Kindergarten
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Padeliadu, Susana; Giazitzidou, Sophia; Stamovlasis, Dimitrios – Learning Disabilities: A Contemporary Journal, 2021
In transparent orthographic systems, such as the Greek one, reading problems of students with reading disabilities are related mostly to reading fluency rather than to decoding. Consequently, systematic and explicit instruction in reading fluency is considered necessary. Therefore, our major research goal in this study was the development of…
Descriptors: Reading Fluency, Reading Difficulties, Intervention, Reading Instruction
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Deborah K. Reed – Learning Disabilities: A Contemporary Journal, 2022
This conceptual paper addresses fluency instruction and assessment for students with or at risk for reading disabilities. Although a multidimensional construct, fluency tests more often have been limited to measuring students' reading rate and accuracy. The reasons for this are explained as well as how fluency tests have influenced classroom…
Descriptors: Reading Fluency, Reading Instruction, At Risk Students, Reading Difficulties
Ellis, Christie; Holston, Shannon; Drake, Graham; Putman, Hannah; Swisher, A.; Peske, Heather – National Council on Teacher Quality, 2023
The purpose of the Teacher Prep Review is to guarantee teachers have expertise in reading instruction (as well as other essential areas NCTQ assesses) before being trusted to teach children to read. By regularly reviewing the reading coursework provided by nearly 700 elementary teacher preparation programs, the National Council on Teacher Quality…
Descriptors: Instructional Improvement, Reading Instruction, Instructional Effectiveness, Literacy Education
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Mize, Min; Park, Yujeong – Journal of Computer Assisted Learning, 2021
The purpose of this study was to investigate the effect of iPad-assisted reading instruction for fourth-grade students' oral reading fluency and their attitudes towards reading. Three fourth-grade students at-risk for reading disabilities participated in an iPad-assisted repeated reading programme that integrated repeated reading, vocabulary…
Descriptors: Grade 4, Elementary School Students, Reading Difficulties, Reading Instruction
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Kostewicz, Douglas; Kubina, Richard M., Jr. – Reading Improvement, 2020
Teachers have used the method of repeated readings to build oral reading fluency in students with and without special needs. A new fluency building intervention called interval sprinting uses shorter timing intervals (i.e., sprints) across a passage. This study used an alternating treatment design to compare repeated readings and interval…
Descriptors: Reading Instruction, Teaching Methods, Repetition, Reading Fluency
Stevens, Elizabeth A.; Austin, Christy; Moore, Clint; Scammacca, Nancy; Boucher, Alexis N.; Vaughn, Sharon – Exceptional Children, 2021
Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to…
Descriptors: Reading Instruction, Reading Strategies, At Risk Students, Reading Difficulties
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