ERIC Number: EJ694609
Record Type: Journal
Publication Date: 2004-Sep-1
Reference Count: N/A
Early Reading Instruction for Children with Reading Difficulties: Meeting the Needs of Diverse Learners
Jitendra, Asha K.; Edwards, Lana L.; Starosta, Kristin; Sacks, Gabriell; Jacobson, Lisa A.; Choutka, Claire M.
Journal of Learning Disabilities, v37 n5 p421-439 Sep 2004
Several multiple-probe-across-participants design studies were employed to evaluate the effectiveness of a supplemental tutoring intervention using "Read Well" (Sprick, Howard, and Fidanque, 1998-2000). In Year 1, we conducted two studies with 7 first-, second-, and third grade children (1 girl and 6 boys), who were classified as having learning disabilities, having attention-deficit disorder, or being English language learners and were identified by their teachers as poor readers. The results of the two studies indicated that 3 of the 5 children who received "Read Well" instruction showed improvement in passage fluency. Student performance on other measures of reading and comprehension was varied. Differences in student characteristics and in the amount of "Read Well" instruction received (2 to 7 weeks) seemed to account for the differences in performance. In Year 2, we implemented the same tutoring intervention for a longer duration (up to 16 weeks) and included 5 children in second and third grades (2 girls and 3 boys) with reading difficulties. Two of these children had previously participated in the Year 1 studies. The results indicated growth in reading, spelling, and comprehension for most children. Overall, the findings from Year 1 and 2 studies indicate the benefits of increased instructional intensity and duration for children who struggle with emerging reading skills.
Descriptors: Program Effectiveness, Second Language Learning, Early Reading, Student Characteristics, Reading Instruction, Intervention, Tutoring, Reading Skills, Males, Learning Disabilities
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 2; Grade 3
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading)