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ERIC Number: EJ860806
Record Type: Journal
Publication Date: 2009-Oct
Pages: 10
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0034-0561
Intensive Word Study and Repeated Reading Improves Reading Skills for Two Students with Learning Disabilities
Staudt, Deborah Hill
Reading Teacher, v63 n2 p142-151 Oct 2009
Two struggling fourth-grade readers with learning disabilities who have severe deficits in word recognition, comprehension, and reading fluency improve their reading skills using a method that combines intensive word study with the timed repeated reading of poetry. The direct instruction included semantics, morphology, orthography, and phonological awareness. The students engaged in vocabulary-building exercises, studied spelling patterns, and worked with roots and affixes to improve their language skills and strengthen their word retrieval skills. Both students make impressive gains in decoding skills, comprehension, and reading fluency. (Contains 3 tables and 6 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gray Oral Reading Test