Reading Difficulties In Grade Research Articles

An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School

This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however, there were no significant differences between groups on standardized measures of reading comprehension. Initial English vocabulary knowledge moderated reading comprehension scores at the beginning of the second year of intervention, indicating that students’ response to instruction varied as a function of their initial English language proficiency. The discussion focuses on interpreting these findings with an emphasis on improving the effectiveness of interventions for secondary grade emergent bilinguals with significant reading difficulties.

ANALISIS KEMAMPUAN DAN KESULITAN MEMBACA PERMULAAN PADA SISWA KELAS II SD NEGERI SAMBONG PERMAI

This research is motivated by the fact that there are students who are not fluent in reading, so students who are not fluent in reading experience difficulties due to a lack of students' ability to spell letters into syllables, and it is difficult to spell syllables into words and a lack of interest in reading. This study aims to describe the reading skills and reading difficulties of the 2nd graders of Sambong Permai Elementary School. The method used in this research is descriptive qualitative using data collection techniques in the form of student observation and interviews with teachers, students and parents of students, and documentation. The subjects of the study were reading skills and initial reading difficulties in grade 2, which consisted of 7 people. The research results obtained showed that in this study of the 7 students studied, 69.57% could read, 17.39% were not fluent and 13.04% could not. The form of difficulty experienced by students in beginning reading is that it is difficult to distinguish letters that are almost the same, difficulty reading syllables so that they cannot unite letters into words or sentences.

Educational attainment in Swedish (L1) and English (L2) for students with reading difficulties: a longitudinal case study from primary to the end of secondary school

ABSTRACT This longitudinal case study examines reading difficulties identified in Grade 2 and Grade 6 national assessment test (NAT) scores in relation to Grade 9 NAT in Swedish (L1) and English (L2). A norm-referenced screening was used in Grade 2 to assess word reading and reading comprehension. In line with the simple view of reading, four subgroups were identified: (1) Typical reading development, (2) Word reading difficulties, (3) Reading comprehension difficulties, and (4) Mixed difficulties. Results indicate that reading difficulties in primary school have long-standing implications for educational attainment in Swedish and English. In logistic regression models students with reading difficulties in Grade 2 and low Grade 6 NAT-scores had a higher probability to achieve low attainment levels in Grade 9. This implies that a norm-referenced screening in Grade 2 can be useful for identifying students at risk of low attainment in language subjects at the end of compulsory school.

Analisis Faktor-faktor Kesulitan Membaca Permulaan Siswa Kelas II SD Negeri Poris Pelawad 2

This research is a descriptive qualitative research to examine and analyze the data objectively according to the data found in the field. Then the data collected from the research results are described in the form of words. Informants in this study were grade II teachers and grade II students at SD Negeri Poris Pelawad 2 Tangerang City. Data collection techniques used are observation, interviews, tests, and documentation studies. The results of this study aim to find out what factors are the origin of reading difficulties in grade II students at SD Negeri Poris Pelawad 2 Tangerang City. Based on the results of research that has been done by researchers that there are problems that become factors of early reading difficulties, namely the omission of words or letters, pronunciation of words with the help of the teacher, not paying attention to punctuation, hesitation, stuttering, retreats, and self-correction. Therefore, researchers can draw conclusions from the results of research that has been studied that there are still students who are not fluent in reading the beginning, this is caused by lack of motivation to learn, unavailability of family environmental factors, and unavailability of reading materials.

Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6

ABSTRACT This study investigated special educational needs (SEN) teachers’ (n = 29) assessment practices and the accuracy of their ratings of the students’ (M age = 12.75 years, n = 55) skill levels in reading fluency and reading comprehension. Teachers rated their sixth grade students’ fluency and comprehension on a three-point scale, and the students were also tested in group tests. Results showed that SEN teachers used several assessment practices simultaneously but mostly relied on observations. The correlations between the teacher ratings and the test scores were significant but moderate in fluency and weak in comprehension. Only two thirds of low-performing students having difficulties in fluency or comprehension were identified. Additionally, identification of students with typical reading comprehension was inaccurate.

Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades

This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading difficulties in Grades 1–3. We used random-effects meta-regression models with robust variance estimates to summarize overall effects and to explore potential moderator effects. Results from a total of 33 rigorous experimental and quasi-experimental studies conducted between 2002 and 2017 that met WWC evidence standards revealed a significant positive effect for reading interventions on reading outcomes, with a mean effect size of 0.39 (SE = .04, p < .001, 95% CI [0.32, 0.46]). Moderator analyses demonstrated that mean effects varied across outcome domains and areas of instruction.

Students’ Perceptions of a Gamified Reading Assessment

To inform the development of gamified assessments, this study explored how students with or at risk for reading difficulties in Grades 6–8 ( N = 202) perceived and interacted with a decoding assessment designed with gamification characteristics. Three data sources enhanced the methodological triangulation: observations and scores from testing, surveys of students’ perceptions, and focus group discussions with a stratified random sample of students ( n = 25). Findings suggest students became immersed in the gamified reading assessment and were motivated by tasks that were challenging but not frustratingly difficult. However, they were dissatisfied with some design features and reported focusing on identifying patterns and gaming strategies rather than on the reading skills being assessed. This suggests students’ expectations of gamified assessments might contribute construct irrelevant variance to the instruments.

Progress Monitoring in Reading: Comparison of Weekly, Bimonthly, and Monthly Assessments for Students at Risk for Reading Difficulties in Grades 2–4

The present study examined the utility of two progress monitoring assessment schedules (bimonthly and monthly) as alternatives to monitoring once weekly with curriculum-based measurement in reading (CBM-R). General education students (N = 93) in Grades 2–4 who were at risk for reading difficulties but not yet receiving special education services had their progress monitored via three assessment schedules across 1 academic year. Four mixed-factorial analyses of variance tested the effect of progress monitoring schedule (weekly, bimonthly, monthly), grade (2, 3, and 4), and the interaction effect between schedule and grade on four progress monitoring outcomes: intercept, slope, standard error of the estimate, and standard error of the slope. Results indicated that (a) progress monitoring schedule significantly predicted each outcome, (b) grade predicted each progress monitoring outcome except the standard error of the slope, and (c) the effect of schedule on each outcome did not depend on students' grade levels. Overall, findings from this study reveal that collecting CBM-R data less frequently than weekly may be a viable option for educators monitoring the progress of students in Grades 2–4 who are at risk for reading difficulties.

Examining How Treatment Fidelity Is Supported, Measured, and Reported in K-3 Reading Intervention Research.

Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past syntheses have found treatment fidelity is frequently unreported (e.g., Swanson, The Journal of Special Education, 47, 3-13, 2011) in educational interventions and fidelity data are seldom used to analyze its relation to student outcomes (O'Donnell, Review of Educational Research, 78(1), 33-84, 2008). The purpose of this synthesis was to examine how treatment fidelity is supported, measured, and reported in reading intervention studies conducted with students at risk or with reading difficulties in grades K-3 from 1995 through 2015. All studies (k = 175) were coded to extract and classify information related to (a) the characteristics of the intervention study (e.g., publication year, research design); (b) treatment implementer training and support; (c) treatment fidelity data collection procedures, dimensions (i.e., adherence, quality, receipt, dosage, and differentiation), and levels of treatment fidelity data; and (d) the use of fidelity scores in the analysis of treatment effects. Results indicated that less than half (47%) of the reading intervention studies synthesized reported treatment fidelity data (numeric or narrative). Exploratory analyses showed that several study features were associated with the prevalence of fidelity reporting. Studies reporting treatment fidelity largely measured treatment adherence, and scores were, on average, high. Other dimensions of treatment fidelity (e.g., treatment differentiation), and analyses relating fidelity data to outcomes, were consistently absent from the corpus of reading intervention studies reviewed. Recommendations for enhancing how treatment fidelity data in intervention studies are collected and reported are presented.

Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1

The aim of the study was to investigate what kinds of assessment practices classroom teachers and special educational needs (SEN) teachers use in assessing first grade students' pre-reading skills (letter knowledge and phonological skills). Further, we investigated to what extent teachers were able to identify difficulties in pre-reading skills of the children with the lowest achievement scores. The accuracy of teacher ratings of students' pre-reading skills was studied by comparing teacher ratings to actual test scores. The data from two Finnish longitudinal studies were used: JLD sample (class teachers, n = 91; SEN teachers, n = 51; 200 students) and First Steps sample (class teachers, n = 136; SEN teachers, n = 34; 598 students). Results showed first, that most classroom teachers used qualitative assessment and SEN teachers also relied on tests. Secondly, although teacher ratings correlated with the test scores, closer investigation of sensitivity and specificity of the teacher ratings revealed that a number of children in need of extra support for their early reading development according to test scores remained unidentified. Moreover, there were some students identified by the teacher to have difficulties despite test scores not confirming that. The findings underline the importance for developing more specific and reliable assessment tools for teachers to use for pedagogical purposes, and respectively, the need to pay more attention to early identification of reading difficulties in teacher training program curricula.

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.

This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students' foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES = 0.54), (2) not-standardized foundational skill measures (mean ES = 0.62), (3) standardized language/comprehension measures (mean ES = 0.36), and (4) not-standardized language/comprehension measures (mean ES = 1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.

Can a dynamic test in kindergarten predict reading difficulties in Grade 1? Preliminary results from a longitudinal study

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Long-term outcome of the early identification and intervention of reading disabilities

This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5–6 years old) and Grade 7 (12–13 years old). Our results showed that 22 % of children were identified as at-risk for reading deficits in Kindergarten, but only 6 % of children had reading difficulties in Grade 7. In Kindergarten, at-risk groups scored lower than not-at-risk groups on measures of word and letter recognition, phonological processing, rapid naming, working memory, and language. We also examined a small group of children who were not-at-risk in Kindergarten, but had a reading disability in Grade 7; these children did not obtain lower scores than average readers on any of our Kindergarten measures. Finally, we illustrated that the trajectory of word reading skills was generally stable, such that most children scored within the average range between Grade 1 and 7. Our results provide evidence for the long-term positive outcomes of early literacy instruction.

Effects of wearing yellow spectacles on visual skills, reading speed, and visual symptoms in children with reading difficulties

Possible beneficial effects of yellow-tinted spectacle lenses on binocular vision, accommodation, oculomotor scanning, reading speed and visual symptoms were assessed in children with reading difficulties. A longitudinal prospective study was performed in 82 non-dyslexic children with reading difficulties in grades 3-6 (aged 9-11 years) from 11 elementary schools in Madrid (Spain). The children were randomly assigned to two groups: a treatment (n = 46) and a without-treatment group (n = 36). Children in the treatment group wore yellow spectacle lenses with best correction if necessary over 3 months (in school and at home). The tests were first undertaken without the yellow filter. With best spectacle correction in each subject, measurements were made of: distance and near horizontal heterophoria, distance and near horizontal fusional vergence ranges, the accommodative convergence/accommodation (AC/A) ratio, near point of convergence (NPC), stereoacuity, negative relative accommodation (NRA) and positive relative accommodation (PRA), monocular accommodative amplitude (MAA), binocular accommodative facility (BAF), oculomotor scanning, and reading speed (words per minute). The Convergence Insufficiency Symptom Survey (CISS) questionnaire was completed by all children. After the 3-month period, measurements were repeated with the yellow lenses (treatment group) or without the yellow lenses (without-treatment group) but with refractive correction if needed. Over the 3 months, the two groups showed similar mean changes in the variables used to assess binocular vision, accommodation, oculomotor scanning, and reading speed. However, mean relative changes in convergence insufficiency symptoms differed significantly between the groups (p = 0.01). No effects of wearing yellow spectacles emerged on binocular vision, accommodation, oculomotor scanning, and reading speed in children with reading difficulties. The yellow filter had no effect even in children with low MAA and BAF. The reduction in visual symptoms observed in children with reading difficulties using the yellow filters was clinically insignificant.

The Development of Reading Skills in Children With English as a Second Language

One goal of this longitudinal study was to examine whether the predictors of reading skills in Grade 3 would differ between English as a second language (ESL) students and native English-speaking (L1) students. Phonological processing, syntactic awareness, memory, spelling, word reading, and lexical access skills were assessed in kindergarten and in Grade 3. The results indicated that in kindergarten, the ESL group had significantly lower scores on phonological processing, syntactic awareness, spelling, and memory for sentences tasks. However, in Grade 3, the ESL group performed in a similar way to the L1 group except on the syntactic awareness task. The combination of the two kindergarten measures, memory for sentences and Oral Cloze, and the combination of phonological processing and letter identification all contributed equally to predicting the L1 students' word-reading skills. However, for ESL students, letter identification and phonological processing made much larger contributions to predicting Grade 3 reading ability. Another goal of this study was to assess the procedures used to identify reading disability in the ESL and L1 student sample. Performance on two measures—letter identification and phonological awareness in kindergarten—predicted whether students would be classified in Grade 3 as at risk or having typical reading development for the ESL and L1 groups. The ESL children developed strong reading skills, and their status as ESL speakers did not put them at risk for reading difficulties in Grade 3. ESL students were not at any particular risk for reading difficulties after 4 years in Canadian schooling with an adequate balanced literacy program.