Developmental Reading Program Research Articles

Four Components to Promote Literacy Engagement in Subject Matter Disciplines

Teachers and teacher educators share a common goal-they all strive to help their students become knowledgeable, lifelong learners. Language arts teachers want their students to become proficient readers and writers, to appreciate and understand quality works of literature, and to apply their literacy skills with all texts. Social studies teachers want their students to read and write like historians, to value primary sources of information, and to use this knowledge to understand the world around them and how we got here. Science teachers want their students to read and write like scientists, to understand how the world works, and to question things around them. Similarly, mathematics teachers want their students to read and write like mathematicians, develop skill in manipulating numerical data, and learn problem-solving skills applicable in the real world.The literacy tools people use for communicating and learning constitute a thread common to learning in all disciplines. Middle grades students must be able to read, write, listen, speak, view, and visually represent information in every content area. With the volume of information students must learn, teachers cannot possibly tell them or read to them everything they need to know. They must, instead, help their students become self-directed learners, enabling them to take control of their own learning-a highly motivating experience essential for knowledge building (Guthrie, 2007).We understand that literacy is important for learning, but we also know that implementing literacy strategies for supporting learning in the content areas is a difficult and complex undertaking. Middle grades teachers face many constraints that hinder the use of literacy practices as tools for learning. With a predominant focus on content knowledge and so little time in which to teach, many content area teachers are reluctant to invest in instructional practices that appear to be too time consuming or unrelated to their immediate purpose. For these reasons, we highlight four essential literacy components that we believe can be realistically implemented by all teachers who work with young adolescents. While there are other literacy components, we selected choice, accessibility, rereading, and supported reading with the hope that teachers can readily consider how such facets of instruction can be used in their programs (see Figure 1). We first provide a rationale for these four instructional components and then offer suggested activities that illustrate the components. In this article, we show how these activities can be applied in language arts, social studies, science, and mathematics classes.ChoiceIt is important to allow students to make choices in school, and it is for this reason that we include choice as a critical literacy component that can be realistically addressed in all middle grades classrooms. Studies concerning students' reading preferences have shown a disconnect between in-school and out-of-school reading (Ivey & Broaddus, 2001; Worthy, Moorman, & Turner, 1999). Such studies are the basis for reexamining the purposes for the required readings included in the curriculum and for considering the role of student choice in academic programs.Research also has shown the importance of choices for middle grades learners in different instructional settings. For example, Triplett (2004) found that one important feature of the tutoring program for a struggling sixth grade reader was the opportunity to make his own choices about what to read. This feature, among others, created a context for success (p. 221) that provided the reader with a positive reading experience. In a study of another tutoring program, Friedland (2005) noted that student engagement increased when the tutors were responsive to the needs of the students, and such responsiveness involved honoring student choice. In a study that investigated a literaturebased developmental reading program (Stewart, Paradis, & Ross, 1996), the researchers included choice as one of several important program facets that led to reading improvement. …

Transformative Teaching in a Developmental Reading Program

As educators we talk a great deal about theory to practice, and we hope our candidates will understand and make the connections needed in order to apply their theory to practice. Often though, we do not spend enough time helping our candidates discover what their own theory base is and thus that theory to practice (praxis) connection gets broken. One of the ongoing assignments for our graduate program in reading requires students to write and then revisit and rewrite their literacy philosophy. The majority of our students are classroom teachers at the PreK through 12th grade level. Most teach a variety of subjects requiring a lot of reading and writing. However, a growing number of students working with developing readers at the college level are entering our program. As they do, they bring with them different challenges—challenges for them and for us as we work to make the curriculum relevant to the differing literacy instructional needs of our candidates. The following literacy philosophy exemplifies the journey we must all take as we move from seeing ourselves as teachers to teacher-learners, and reveal the necessary reflection required to truly allow our theory to inform our practice.

Effects of congruence in title I reading using PUSH‐UPS, a story previewing technique

Compensatory reading lessons have been criticized for lacking congruence with the regular reading program. PUSH‐UPS, a story previewing strategy, was developed to align Title I lessons in a pullout setting with the developmental reading program. The effects of PUSH‐UPS and No PUSH‐UPS on decoding, vocabulary knowledge, and story recall were analyzed using an adapted alternating treatments design with five third‐grade subjects. During the PUSH‐UPS intervention, decoding ability increased for four of the five students. Improved recall occurred for all of the students when results were analyzed by story readability, levels. Effects on vocabulary knowledge were demonstrated for two of the subjects. Quantitative and qualitative results suggest promise for using PUSH‐UPS to supplement a regular reading program when compensatory lessons are warranted.

Qualitative Assessment in Developmental Reading

Nine college and university students enrolled in developmental reading programs in two different institutions participated in a series of five 1-hour interviews regarding (a) reading and metacognition, (b) study, (c) notetaking, (d) motivation and attitudes, and (e) family literacy history. The interviews demonstrated that the students had weak reading, study, and notetaking skills, although they got fairly good grades during their first semesters in higher education. Analysis of the interviews revealed numerous differences between quantitative and qualitative results, and revealed how qualitative assessment practices may be powerful in understanding student capabilities and improving instruction in developmental programs.

Using Statewide Data to Assess the Effectiveness of Developmental Reading Programs

Texas mandates a competency test in reading comprehension (TASP-R) for all students entering post-secondary institutions. The purpose of this study was to assess the feasibility of using a statewide database containing TASP-R test-retest scores in order to examine the utility of developmental reading programs in the state. The 5,007 students in the database had failed the TASP-R and either did or did not participate in developmental reading instruction before retaking the test. Between the initial test and the retest, students either participated in an official course for developmental reading, engaged in non-credit developmental reading work, engaged in a combination of the two prior types of instruction, or were not involved in developmental reading instruction. For 4-year institutions, gain on the retest did not depend strongly on whether students engaged in developmental reading instruction. For 2-year institutions, students who engaged in non-credit work showed the most gain and those who engaged in a combination of official coursework and non-credit work did the worst, with the remaining students falling between these. The large and consistent gain across all conditions is discussed in the context of Bohr's (1994/95) suggestion that non-remedial courses may provide a strong support system for reading improvement.

Theory and practice in content-based ESL reading instruction

Most college ESL students are placed in developmental reading programs. To experience success in the mainstream college curriculum, they must achieve an adequate level of reading proficiency as quickly and as easily as possible. This paper advocates content-based reading instruction as an effective way to facilitate this process. After providing a rationale for the content-based approach, the paper then offers student achievement, feedback, and retention data from a study of two variations of content-based ESL reading courses to support the practical efficacy of this approach to ESL reading instruction.

Transfer of College Developmental Reading Students' Textmarking Strategies

In this study transfer of textmarking strategy use was examined. Four college developmental reading students were asked to use textmarking strategies in their introductory biology course, but not in any other content course in which they were concurrently enrolled. However, at the semester's end, participants produced any textbooks in which they had marked for analysis of spontaneous textmarking. Results revealed that: (a) participants exhibited strong resistance to annotation, had difficulty distinguishing important from trivial information, and organizing and paraphrasing information; (b) participants cited existing knowledge of content material and test expectations as major reasons for textmarking adjustment; (c) participants' statements of textmarking utility were generally consistent with strategy use; and (d) participants gave similar reasons for lack of textmarking transfer. Implications for developmental reading programs based on a strategic learning approach are indicated. Findings support strategy training through direct explanation, including training in specific strategy components and text structure awareness, and integrated strategy instruction in which study strategies instructors are paired with content area specialists.

Assessment and the beginning reader: Using student dictated stories

Abstract Most traditional methods of assessing reading are not effective for measuring the strengths and weaknesses of beginning readers. To fulfill the need for meaningful assessment that can be carried out with students who are in the earliest stages of reading acquisition, a procedure has been developed that makes use of the student's own dictated story. This carefully delineated procedure provides information about 1) the strategies students use in normal contextual reading when they encounter unknown words; 2) students’ understanding, or lack of understanding, of the principle that what is read must make sense … and their abilities to make use of this insight in identifying unknown words; and 3) student's mechanical orientation to a page of print. This assessment procedure also allows the teacher to determine 1) student's responses to repeated exposures to material; 2) students’ responses to words presented in isolation vs. words presented in context; and 3) students’ attitudes toward reading stories they have created. The procedure can be used with first graders in developmental reading programs, as well as with older students in corrective, remedial, and clinical programs. It allows the teacher, not a test, to assess students and leads directly to specified teaching strategies.

Is There a Legitimate Place for Oral Reading Instruction in a Developmental Reading Program?

Surely no one will be convinced-nor should they be-by just reading the arguments put forward here, that oral reading instruction should be considered a valuable component in a well-rounded developmental reading program. However, it is hoped that this presentation might be the beginning of a constructive dialogue and renewed research into the merits and characteristics of effective oral reading instruction.

Training and supervising student tutors for college reading programs

Abstract Describes the criteria for hiring student tutors, tutoring responsibilities, the training program, and the supervision provided in college developmental reading programs. Some general guidelines for planning a tutoring training program and for supervising the tutors are enumerated. Specific suggestions for planning preservice and inservice programs are presented as are the areas in which the college tutors often require continuing assistance. Special considerations involved in supervising are noted and common problems recognized. Finally, the effectiveness of college level student tutors is discussed.

FOR WHAT IT'S WORTH

ABSTRACT The rehabilitation of incarcerated individuals is one of society's greatest challenges. Penal institutions, state hospitals, and mental health agencies are faced with the task of restoring people to levels of healthy productivity. This interview focuses on the rehabilitation of one ex‐resident of the San Luis Obispo County Jail in California. His reinstatement into sound citizenship was made possible by an on‐site developmental reading program in the prison. The discussion centers around the effects of reading and writing on culturally different youth. The questions elicit some poignant insights into the problems many young people confront as a result of never having achieved literacy.

A Self-Paced College Developmental Reading Program Using Psi (Personalized System of Instruction)

"A Self-Paced College Developmental Reading Program Using Psi (Personalized System of Instruction)." Proceedings of the Annual Conference of the Western College Reading Association, 11(1), p. 118

What's happening in college and university developmental reading programs: Report of a recent survey

What's happening in college and university developmental reading programs: Report of a recent survey

Effects of a Creativity Training Program on Stimulus Preferences

It has been suggested that modifications of a person's cognitive style may be instrumental in facilitating creative behaviour. From this, it was hypothesized that effective creativity training programs, as well as improving abilities associated with creativity should necessarily influence particular aspects of an individual's cognitive style; in this case, stimulus preferences. 36 Ss participated: E Ss completed a creativity training program; controls were students who had enrolled for the creativity training program but not yet commenced it (C1), and students who had completed a developmental reading program (C2). The Alternate Uses Test was used to measure the effects of the training on fluency and flexibility; the Revised Art Scale was used to measure stimulus preferences of Ss. Description of the data by simple analyses of variance and Duncan's multiple-range test supported the hypothesis. The discussion presents suggestions for development of future creativity training programs.

Differential Reading Program Performance of Extraverts and Introverts

Enrolled in a university developmental reading program were sixty-six extraverted, (E), average (M), and introverted (I) Ss. They were assigned to traditionally or instrumentally taught classes. While the performance of Es, Ms, and Is did not differ in the traditional program, significant performance differences occurred in the experimental program.

Relationships between Reading Flexibility and Speed Gains

AbstractThirty-nine Ss in a college developmental reading program were classified according to initial flexibility ratios. Low, medium and high flexibility groups were formed. The hypothesis that the more flexible readers would accrue greater speed gains was supported. An analysis of variance and later multiple comparisons showed the high flexibility group to be significantly different from the low and medium groups.

The Developmental Reading Program in the Secondary School

The Developmental Reading Program in the Secondary School

The Developmental Reading Program at the Secondary Level

The Developmental Reading Program at the Secondary Level

The Developmental Reading Program at the Secondary Level

We propose, in this series, to discuss some of the methods we have found helpful in our teaching of Developmental Reading at the secondary level. The series will examine, in some detail, a coordinated, structured program consisting of testing, conferencing, reading and study skills for the advanced student.

The Developmental Reading Program at the Secondary Level

We propose, in this series, to discuss some of the methods we have found helpful in our teaching of Developmental Reading at the secondary level. The series will examine, in some detail, a coordinated, structured program consisting of testing, conferencing, reading and study skills for the advanced student.