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Showing 1 to 15 of 99 results
Peer reviewed
Direct linkLenfest, Ashleigh; Reed, Deborah K. – Learning Disabilities Research & Practice, 2015
To enhance the basal vocabulary instruction for kindergarten students at risk for reading difficulties, lessons provided in typical curricular materials can be supplemented with instructional elements derived from research. This article addresses how teachers can add 15 minutes of higher order instructional activities to daily reading lessons to…
Descriptors: Vocabulary, Kindergarten, At Risk Students, Reading Difficulties
McMaster, Kristen L.; Espin, Christine A.; van den Broek, Paul – Learning Disabilities Research & Practice, 2014
Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention…
Descriptors: Cognitive Psychology, Reading Difficulties, Reading Comprehension, Learning Disabilities
Rouse, Christina A.; Alber-Morgan, Sheila R.; Cullen, Jennifer M.; Sawyer, Mary – Learning Disabilities Research & Practice, 2014
Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self-questioning. In this study, two fifth graders with LD were taught to self-generate questions using a prompt fading procedure. The participants were…
Descriptors: Prompting, Grade 5, Elementary School Students, Learning Disabilities
Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K. – Learning Disabilities Research & Practice, 2014
The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling nine cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts:…
Descriptors: Reading Comprehension, Reading Difficulties, Hypothesis Testing, Grade 1
Kendeou, Panayiota; Broek, Paul; Helder, Anne; Karlsson, Josefine – Learning Disabilities Research & Practice, 2014
Our aim in the present paper is to discuss a "cognitive view" of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and…
Descriptors: Reading Comprehension, Reading Difficulties, Cognitive Processes, Inferences
Sabatini, John P.; O'Reilly, Tenaha; Halderman, Laura K.; Bruce, Kelly – Learning Disabilities Research & Practice, 2014
In recent years, researchers, educators, and policy makers have called for a new generation of reading comprehension assessments (e.g., Partnership for 21st Century Skills, 2008). Advocates of this movement argue for a deeper type of reading assessment, one that captures students' ability to not only understand single texts in isolation but…
Descriptors: Reading Skills, Reading Difficulties, Vignettes, Middle School Students
Vaughn, Sharon; Wanzek, Jeanne – Learning Disabilities Research & Practice, 2014
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education…
Descriptors: Learning Disabilities, Reading Difficulties, Intervention, Reading Achievement
Miller, Amanda C.; Davis, Nicole; Gilbert, Jennifer K.; Cho, Sun-Joo; Toste, Jessica R.; Street, James; Cutting, Laurie E. – Learning Disabilities Research & Practice, 2014
Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random-effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and…
Descriptors: Reading Comprehension, Reading Skills, Student Characteristics, Reading Fluency
O'Connor, Rollanda E.; Bocian, Kathleen M.; Beach, Kristen D.; Sanchez, Victoria; Flynn, Lindsay J. – Learning Disabilities Research & Practice, 2013
This 4-year longitudinal research was designed to study special education determinations of students who participated in Tier 2 intervention in a Response to Intervention (RtI) model focused on reading across Grades 1-4. We compared identification rates for learning disabilities (LD) and student characteristics of 381 students the year prior to…
Descriptors: Special Education, Response to Intervention, Longitudinal Studies, Reading Instruction
Petersen, Douglas B.; Gillam, Ronald B. – Learning Disabilities Research & Practice, 2013
Sixty-three bilingual Latino children who were at risk for language impairment were administered reading-related measures in English and Spanish (letter identification, phonological awareness, rapid automatized naming, and sentence repetition) and descriptive measures including English language proficiency (ELP), language ability (LA),…
Descriptors: Bilingual Students, English Language Learners, Spanish Speaking, Hispanic American Students
Mellard, Daryl F.; Fall, Emily E.; Woods, Kari L. – Learning Disabilities Research & Practice, 2013
Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of…
Descriptors: Adult Literacy, Functional Reading, Reading Fluency, Job Application
Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie – Learning Disabilities Research & Practice, 2012
The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high-risk for later reading difficulties were collected…
Descriptors: Reading Difficulties, At Risk Students, Kindergarten, Time on Task
Little, Mary E.; Rawlinson, D'Ann; Simmons, Deborah C.; Kim, Minjung; Kwok, Oi-man; Hagan-Burke, Shanna; Simmons, Leslie E.; Fogarty, Melissa; Oslund, Eric; Coyne, Michael D. – Learning Disabilities Research & Practice, 2012
This study compared the effects of Tier 2 reading interventions that operated in response-to-intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response…
Descriptors: Reading Achievement, Outcome Measures, Kindergarten, Response to Intervention
Flynn, Lindsay J.; Zheng, Xinhua; Swanson, H. Lee – Learning Disabilities Research & Practice, 2012
This article synthesizes the experimental literature on reading interventions for upper elementary and middle school students identified with reading disabilities on norm-referenced reading measures. Ten studies (12 independent samples) yielded 70 effect sizes on norm-referenced reading measures with an aggregated mean of 0.41 (SE = 0.04) in favor…
Descriptors: Reading Difficulties, Intervention, Effect Size, Reading Skills
Pullen, Paige C.; Tuckwiller, Elizabeth D.; Ashworth, Kristen; Lovelace, Shelly P.; Cash, Deanna – Learning Disabilities Research & Practice, 2011
Concerns regarding literacy levels in the United States are long standing. Debates have existed for decades regarding the most effective ways to teach reading, especially the polarizing dilemma of how much to focus on decoding versus code-emphasis and whole language instruction. Fortunately, as a result of concentrated research efforts and…
Descriptors: Report Cards, Reading Difficulties, Beginning Reading, Reading Failure
