Intensive Reading Instruction Research Articles

White matter microstructural plasticity associated with educational intervention in reading disability.

Children's reading progress typically slows during extended breaks in formal education, such as summer vacations. This stagnation can be especially concerning for children with reading difficulties or disabilities, such as dyslexia, because of the potential to exacerbate the skills gap between them and their peers. Reading interventions can prevent skill loss and even lead to appreciable gains in reading ability during the summer. Longitudinal studies relating intervention response to brain changes can reveal educationally relevant insights into rapid learning-driven brain plasticity. The current work focused on reading outcomes and white matter connections, which enable communication among the brain regions required for proficient reading. We collected reading scores and diffusion-weighted images at the beginning and end of summer for 41 children with reading difficulties who had completed either 1st or 2nd grade. Children were randomly assigned to either receive an intensive reading intervention (n = 26; Seeing Stars from Lindamood-Bell which emphasizes orthographic fluency) or be deferred to a wait-list group (n = 15), enabling us to analyze how white matter properties varied across a wide spectrum of skill development and regression trajectories. On average, the intervention group had larger gains in reading compared to the non-intervention group, who declined in reading scores. Improvements on a proximal measure of orthographic processing (but not other more distal reading measures) were associated with decreases in mean diffusivity within core reading brain circuitry (left arcuate fasciculus and left inferior longitudinal fasciculus) and increases in fractional anisotropy in the left corticospinal tract. Our findings suggest that responses to intensive reading instruction are related predominantly to white matter plasticity in tracts most associated with reading.

Experiential Learning and its Application in College English Intensive Reading Teaching

The teaching of College English intensive reading faces many thorny issues, among which the interest of student is a big one: some articles in the textbook are not that relevant to students' lives and contain grammatical points that students consider boring, therefore they do not have a strong interest. It becomes a big issue how to raise the interest of college students and enhance teaching efficiency. This article applies experiential learning theory and explains how to raise students' self-awareness accordingly, with a case study of Unit 5 Unfreezing Frozen in iEnglish book 1.

Teaching Mode of Japanese Intensive Reading in Colleges and Universities Based on Cloud Computing Intelligent Platform

In order to improve the effect of Japanese teaching in colleges and universities, this study uses the variance of the bias error of the data channel of the cloud transmission platform to represent the intensity of the bias error between the data channels of the cloud transmission platform. Moreover, this study uses the perfect reconstruction filter algorithm to compensate for the frequency-dependent mismatch error of the broadband signal, obtains the value at the ideal sampling point from the sampling sequence estimation, and then corrects the delay deviation. In addition, this study constructs the overall structure of the Japanese intensive reading teaching system in colleges and universities based on the network cloud platform, proposes a method for solving the correction filter, and conducts simulation verification. Finally, this study constructs a teaching system for Japanese intensive reading in colleges and universities based on the network cloud platform. Through experimental research, it is verified that the teaching mode of Japanese intensive reading in colleges and universities based on the cloud computing intelligent platform has certain feasibility.

INVESTIGATING THE COMPARATIVE EFFECTS OF SUSTAINED SILENT READING, ASSISTED REPEATED READING, AND TRADITIONAL READING

This quasi-experimental study aims to investigate the effects of Sustained Silent Reading (SSR), Assisted Repeated Reading (ARR), and Traditional Reading (TR) instructions integrated into an EFL reading program on EFL reading comprehension, silent reading rate, reading motivation, and attitudes toward EFL reading, by also addressing the potential effect of proficiency level. Adopting a mixed-method pretest-posttest research design, this 10-week study was conducted with mixed-proficiency university-level Turkish EFL learners divided into three experimental groups. A method incorporating 150-minute SSR or ARR instructions into the 150-minute intensive reading instruction in two groups was implemented, as compared against a TR group that received 300-minute traditional intensive reading instruction weekly. Data came from a reading comprehension and rate test, reading motivation questionnaire, participant reflections, and interviews. Findings indicated that SSR yielded significant benefits for reading comprehension of both low and high-proficiency participants. Moreover, SSR and ARR showed positive effects on intrinsic reading motivation, whereas TR contributed slightly to extrinsic reading motivation. Regarding the possible effect of proficiency, while SSR yielded more advantages for higher-proficiency learners, ARR and TR were comparatively more beneficial for lower-proficiency learners. Implications for pedagogy and future research for university-level EFL reading classes are discussed.

Neurobiological underpinnings of rapid white matter plasticity during intensive reading instruction

Diffusion MRI is a powerful tool for imaging brain structure, but it is challenging to discern the biological underpinnings of plasticity inferred from these and other non-invasive MR measurements. Biophysical modeling of the diffusion signal aims to render a more biologically rich image of tissue microstructure, but the application of these models comes with important caveats. A separate approach for gaining biological specificity has been to seek converging evidence from multi-modal datasets. Here we use metrics derived from diffusion kurtosis imaging (DKI) and the white matter tract integrity (WMTI) model along with quantitative MRI measurements of T1 relaxation to characterize changes throughout the white matter during an 8-week, intensive reading intervention (160 total hours of instruction). Behavioral measures, multi-shell diffusion MRI data, and quantitative T1 data were collected at regular intervals during the intervention in a group of 33 children with reading difficulties (7–12 years old), and over the same period in an age-matched non-intervention control group. Throughout the white matter, mean 'extra-axonal' diffusivity was inversely related to intervention time. In contrast, model estimated axonal water fraction (AWF), overall diffusion kurtosis, and T1 relaxation time showed no significant change over the intervention period. Both diffusion and quantitative T1 based metrics were correlated with pre-intervention reading performance, albeit with distinct anatomical distributions. These results are consistent with the view that rapid changes in diffusion properties reflect phenomena other than widespread changes in myelin density. We discuss this result in light of recent work highlighting non-axonal factors in experience-dependent plasticity and learning.

RETRACTED: From intensive reading teaching to outcome-based teaching: An empirical study on English reading in China

Chinese EFL learners’ reading ability is one of the important cores for the cultivation of their English competencies. Taking the extensive reading course as an example, this paper integrated the OBE concept into the course teaching design. An empirical study was designed to explore whether the teaching model OBE can effectively improve students’ reading proficiency and students’ perspectives towards the Outcome Based teaching method. Finally, some suggestions for further research were proposed based upon the data collection and analysis.

Research on the Design of Japanese Intensive Reading Course based on Computer Network Teaching

With the development of the times and the deepening of foreign language teaching reform, the traditional Japanese teaching mode can no longer meet the needs of modern teaching. Computer aided Japanese intensive reading teaching has been more and more used in Japanese Teaching in Colleges and universities in China. Computer assisted Japanese intensive reading teaching breaks through the limitations of single course learning, arouses the enthusiasm of students, improves the teaching effect in unit time, and makes up for the deficiency of traditional Japanese intensive reading teaching. Therefore, in the future Japanese teaching, we should give full play to the role of computer network technology in teaching and improve the level of teaching modernization.

The Application of Discourse Analysis in English Intensive Reading Teaching

<p>This paper takes the discourse analysis teaching method as the starting point, interprets the necessity of discourse analysis in the teaching of English intensive reading and discusses the specific implementation and application of discourse analysis in the teaching of English intensive reading from the perspective of discourse structure, in order to improve the overall reading level of students, cultivate their comprehensive ability of language use and improve the effect of English intensive reading teaching.</p>

Data-Based Individualization in Reading: Tips for Successful Implementation

Students with severe and persistent academic or behavioral challenges may benefit from data-based individualization (DBI). Starting with an evidence-based standard protocol and systematic progress monitoring, teachers can evaluate growth and implement individualized interventions to meet students’ needs. Specifically, this article addresses the systematic use of student data to determine content and pacing for intensive reading instruction. Insights from implementing this approach with struggling first grade readers in Tier 3 of an RTI framework are provided. Evidence-based standard protocols, strategic data collection and management, and team collaboration are crucial elements for successful implementation.

A Study of Applying Interactive Approach in Intensive English Reading Teaching in China

The ability to communicate effectively in English remains one of the well-established goals in English Language teaching. The essential interactive nature is the key to communicative competence. Given the fact that Chinese students learn English in an EFL setting, classroom language teaching becomes all the more valuable. Intensive reading course has been considered one of the comprehensive courses and a must for college students for decades in China. This paper, based on a quantitative research which offers a glimpse of the current situation of Intensive Reading Teaching in China, first addresses the role of language teacher and that of students in an interactive classroom and then addresses the significance of the application of interactive approach to the college Intensive Reading class, and finally proposes some feasible approaches to the language classroom teaching to better facilitate students’ learning and use of foreign language by providing a sample class for illustration.

A comparison of the effects of extensive and intensive reading approaches on the vocabulary development of Korean secondary EFL learners

AbstractAlthough language experts have long advocated the use of Extensive Reading (ER) to enhance vocabulary acquisition, the widespread use of the more traditional Intensive Reading (IR) approach prevails in English as Foreign Language (EFL) settings. Many experimental studies have attempted to demonstrate the benefits of using ER over IR in classroom contexts; however, none have demonstrated significant differences in learning gains. This quasi-experimental study involved the measurement of partial vocabulary knowledge of specific words encountered through reading to compare the effects of ER and conventional IR instruction on EFL learners’ vocabulary knowledge development. Two intact classes of 72 Korean secondary students (36/class) received either ER or IR instructional treatments over a 12-week timespan, with pre- and post- performance differences examined by proficiency level. ANCOVA results showed that students benefited significantly more from the ER than from the IR treatment in terms of their knowledge of the meanings and uses of target words. With regard to proficiency, advanced and intermediate level learners benefited more from ER, while low level learners benefited more from IR. These findings suggest that EFL practitioners should carefully consider their learners’ proficiency level when selecting a reading approach, in order to optimize learners’ vocabulary development.

A Revised Embedded Planning Tool for Intensive Reading Instruction

A single-subject AB multiple-baseline design across participants was utilized to investigate the effectiveness of the Revised Tier Three Instructional Planning (T-TIP) tool on teacher lesson planning, with a focus on corrective and elaborative feedback within intensive literacy instructional settings in secondary schools. Findings revealed that the Revised T-TIP demonstrated promising social validity for teacher lesson planning in intensive settings, however, functional relation for the intervention was not markedly concluded from the visual analysis. The impact of the Revised T-TIP on the frequency and sustainability of evidence-based reading instruction and teaching behaviors are discussed along with recommendations for future research and practice in teacher education. Subscribe to LDMJ

Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study

To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7–11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or strategy-based reading instruction, or general academic strategy and social skills training) in combination with either immediate-release methylphenidate or placebo. Multiple-blind procedures were used for medication/placebo, given twice daily. Children received 35 hours of instruction in 10 weeks, taught by a trained teacher in a separate school classroom, in small matched groups of 2 to 3. Children’s behavior and reading abilities were assessed before and after intervention. Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral symptoms (reported by classroom teachers) but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status). Small sample sizes precluded interpretation of possible potentiating effects of stimulant medication on reading skills taught in particular reading programs. Intensive reading instruction, regardless of treatment with stimulant medication, may be efficacious in improving reading problems in children with ADHD+RD and warrants further investigation in a large-scale study.

The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition

AbstractSeveral empirical studies and syntheses of extensive reading have concluded that extensive reading has positive impacts on language learning in second‐ and foreign‐language settings. However, many of the studies contained methodological or curricular limitations, raising questions about the asserted positive effects of extensive reading. The present research adds to the limited set of well‐controlled studies by investigating the impact of an extensive reading approach over a 15‐week semester on the reading comprehension, reading rate, and vocabulary acquisition of Korean university students studying English as a foreign language. A quasi‐experimental research design was employed using four intact classes: two control (n = 88) and two experimental (n = 83). The control classes received 100‐minute intensive reading instruction per week, whereas the experimental classes received equivalent 70‐minute intensive reading instruction and 30‐minute extensive reading instruction per week. A repeated‐measures multivariate analysis of variance revealed that the experimental classes significantly outperformed the control classes on the combination of the three dependent variables (i.e., reading comprehension, reading rate, vocabulary acquisition). Subsequent analyses of variance confirmed the positive impacts of extensive reading on all three areas. Instructional implications for extensive reading in second‐language curricula are discussed.

Three Types of Reading Class in Primary Chinese Teaching

Under the new curriculum concept, Chinese reading class should contain three forms, namely single-text intensive reading teaching, multi-text skimming teaching and whole book reading teaching. Despite different tasks as well as strategies in each form, the three forms are inseparably interconnected and integrated at three levels of topic learning and make up the whole process of reading teaching experience.

Intensive Reading Instruction in Juvenile Correctional Settings

Despite 60 years of evidence linking juvenile illiteracy and delinquency, practitioners and policymakers have been painfully slow in the implementation of evidence-based reading interventions for incarcerated juveniles. We will present the Texas Juvenile Justice Tiered Instructional Model, an evidence-based reading program model created specifically for juvenile correction institutions. The Texas Juvenile Justice Tiered Instructional Model is based on the increasingly prominent tiered approach to allocating educational resources and includes four main components: (a) universal screening, (b) evidence-based instruction, (c) regular monitoring of student progress, and (d) increasingly intense instruction. We discuss adaptations made to each component to meet the unique needs of juvenile correction settings.

Intensive Reading Instruction For Learners With Developmental Disabilities

AbstractIt is common for many students with developmental disabilities to demonstrate characteristics of emergent readers beyond kindergarten and first grade, even if they are members of classes that offer many rich literacy opportunities. This article proposes a lesson frame for intensive reading instruction for students with developmental disabilities who may be long‐term emergent readers. Structured shared reading offers a way for teachers to provide systematic instruction that allows students to experience success as readers while developing a strong foundation of critical behaviors and skills for independent reading.

The Effects of Tier 2 Literacy Instruction in Sixth Grade: Toward the Development of a Response-To-Intervention Model in Middle School

The purpose of this quasi-experimental study was to (a) compare Tier 2 evidence-based intensive reading instruction to business-as-usual instruction for sixth graders with and without learning disabilities who were “far below” or “below” basic level in literacy and (b) explore the development of a response-to-intervention model in middle school. The study took place in a large inner-city urban setting, where 100% of students received free or reduced-price lunch and 90% of the students were considered English learners at some point in their school history. Intervention students received intensive small-group instruction for 30 hours across 10 weeks. Credential candidates in special education provided the small-group instruction in the treatment condition. Results on oral reading fluency, less so for Maze reading comprehension measures, indicated greater improvements for treatment students, and students with learning disabilities benefited as much or more than the other struggling sixth graders. Educational implications and recommendations for future research are discussed.

Analysis of Issues on the Part of Teachers in College English Intensive Reading Class

This thesis is a case study mainly based on 1) Roger’s humanistic psychology with an affective focus and 2) Dell Hymes’ concept of Communicative Competence. Through the analysis of the questionnaires designed by the author and the interview afterward, the author has discovered many issues on the part of teachers in College English Intensive Reading class. This paper elaborates and reveals the problems from the quality of teachers, and relationship between teachers and students in the process. Meanwhile, the paper involves some practical solutions accordingly which will be helpful in improving College English Intensive Reading teaching.

Supplemental Reading Help for Kindergarten Students: How Early Should You Start?

ABSTRACT Substantial research supports the need for early intervention efforts for students at risk for failure. Despite the empirically documented importance of early, explicit reading intervention for students who enter school without critical prereading skills, many kindergarten programs delay intensive reading instruction until later in the year. Instead, during the 1st months or semester of kindergarten the emphasis is on teaching readiness skills. The authors compared the progress of kindergarten students who received small-group reading intervention across the full school year with those who began the same intervention midyear. Students with a full year of intervention outperformed those who had only a half year of intervention. Because of the concerns about starting a structured and intensive intervention for students who are transitioning to kindergarten, the authors offer suggestions for helping to address some important readiness skills while providing early reading intervention.