Reading Interventions For Students Research Articles

Reading Instruction for Students with Autism Spectrum Disorder: Comparing Observations of Instruction to Student Reading Profiles

AbstractDespite a marked increase in the volume of research investigating issues about reading interventions for students with ASD (e.g., Bailey and Arciuli, Rev J Autism Dev Disord 7(2):127–150, 2020; Chiang and Lin, Focus Autism Other Dev Disab 22(4):259–267, 2007), very few studies have examined the current reading practices experienced by children with ASD in the schools. This mixed-method study reports on the observed reading instruction and reading performance of students (N = 39) with autism spectrum disorder (ASD) in grades 4–8 (ages 9–14 years.) across two separate geographic regions of the USA. Data collection included systematic observations of tier 1 and tier 2/3 reading instruction. Students were also assessed with standardized measures of word recognition, language, and reading comprehension. The purpose of this investigation was to contribute to the limited corpus of observation research on reading instruction for students with ASD within the context of describing student performance on battery of standardized measures. A total of 168 lesson sessions totaling 7497 min of observed class time were completed and the battery of measures were administered to students. Results of the observations indicated that 44–48% of instructional time across different tiers of instruction were dedicated to comprehension monitoring consisting of answering teacher directed questions. Minimal amounts of time were dedicated to word recognition instruction. According to findings from the assessment battery, approximately 46% of students had below average scores on word recognition and reading comprehension measures. Study findings suggest a mismatch between student needs and the manner in which they were addressed.

Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: a multiple single-case design with four randomized baselines

BackgroundLiteracy is one of the most important skills a students can achieve, as it provides access to information and communication. Unfortunately, literacy skills are not easily acquired, especially for students with intellectual disabilities who require augmentative and alternative communication (AAC). There are many barriers to literacy acquisition, some due to low expectations from parents and teachers and lack of evidence-based reading programs and reading materials adapted for AAC. Barriers as a result of extensive support needs is also a real factor. This trial aims to deliver reading instructions to 40 students with intellectual disabilities who require AAC and contribute in the debate on how to best support this population through reading instructions to maximizes their reading skills.MethodologyForty non-verbal or minimally verbal students (age 6–14) with intellectual disabilities who require AAC will be part of a reading intervention with a multiple single-case design with four randomized baselines. The intervention period will last for 18 months and will commence in March 2023. The students will receive the intervention in a one-to-one format, working systematically with a reading material that contains phonological awareness and decoding tasks based on the Accessible Literacy Learning (ALL) developed by Janice Light and David McNaughton. All the teachers will be trained to deliver the reading intervention.DiscussionThe reading material “Lesing for alle” (Reading for all) is based on and follow the strategies behind the research of ALL. The current trial will through a reading intervention contribute to move beyond only teaching sight words and combine several reading components such as sound blending, letter-sound correspondence, phoneme segmentation, shared reading, recognition of sight words, and decoding. The strategies and methods in use is built on the existing science of reading, especially what has been effective in teaching reading for students with intellectual disabilities who require AAC. There is limited generalizability of prior findings in reading-related phonological processing interventions to different populations of them who use AAC specially outside of the USA. More research is needed to understand how programs designed to improve reading skills across other settings understand the program’s long-term effects and to study the effectiveness when delivered by educators who are not speech language therapists or researchers.Trial registrationNCT05709405. Registered 23 January 2023.

Reading Intervention for Students with ASD in the Middle Grades: An Alternating Treatment Study of Embedded Interests Reading and Expository Text Conditions

ABSTRACT Aim We conducted two separate but related multiple baseline with alternating treatment single-case design studies to investigate the effect of the same reading intervention for students with autism spectrum disorder being implemented under different conditions. Method We conducted a researcher-implemented study in a public school (Study 1) and a teacher-implemented study in a specialized private charter school for children with ASD (Study 2). In each study, we compared a typical intervention approach with interest-based text intervention that included reading on each child’s interest area. The treatment included systematic vocabulary instruction and main-summarization strategy instruction. Results Findings from Study One showed consistent increases in comprehension and vocabulary outcomes compared to baseline. In Study Two the baselines phases were unstable with small differences in mean scores detected for vocabulary during the intervention phase favoring the interest-based treatment for three of four participants. Conclusion The results across studies were mixed indicating the importance of taking into account contextual factors including student characteristics and learning environment.

Making the Most of Tier 2 Intervention: What Decisions Are Made in Successful Studies?

Implementation of Tier 2 or supplemental reading intervention for students who struggle with reading in elementary schools is a nearly universal practice in the United States. Resources exist for assisting schools with selecting evidence-based interventions. However, there are many more explicit and implicit decisions that schools make when implementing evidence-based intervention that may or may not impact the effectiveness of the intervention. In this literature synthesis, we aggregate the decisions made in effective Tier 2 reading interventions to help students improve their reading skills. These decisions include identifying which students would most benefit from specific interventions, how long to schedule intervention time, how to schedule staffing, the types of professional learning supports needed, and decisions based on progress monitoring.

Differential Effects of the Targeted Reading Intervention for Students With Low Phonological Awareness and/or Vocabulary

Students most at risk for reading-related disabilities frequently struggle with word recognition and oral language, including, in the earliest grades, specific skills related to phonological awareness and vocabulary. Classroom teachers’ delivery of high-quality differentiated supplemental instruction may promote reading acquisition for these students. The current study examined whether the Targeted Reading Intervention, a webcam-coaching literacy professional development program for kindergarten and first grade classroom teachers, was more effective in producing reading gains for students who had the lowest scores on fall measures of phonological awareness and/or vocabulary as compared with students with higher scores. Findings revealed that students who participated in the Targeted Reading Intervention and who scored lowest on the fall vocabulary measure had the highest scores on spring decoding measures.

Reading Interventions for Students with Reading and Behavioral Difficulties: a Meta-analysis and Evaluation of Co-occurring Difficulties

This meta-analysis systematically identified reading intervention research for students with reading difficulties and problem behaviors in grades K–12 to determine the (a) impact of these reading interventions on reading outcomes and (b) extent to which reading outcomes varied based on student characteristics (e.g., grade, disability), intervention characteristics (e.g., group size, additional behavioral supports), and quality indicator characteristics. Follow-up analyses investigated three of the four hypothesized mechanisms underlying the high co-occurrence rate between reading difficulties and problem behaviors: (a) reading difficulties lead to future problem behaviors, (b) problem behaviors lead to future reading difficulties, and (c) a bi-directional association exists between reading difficulties and problem behaviors. Eleven studies were identified. There was a statistically significant main effect of reading interventions on reading outcomes (g = 0.86, p < .01). We did not find evidence to support either of the three stated hypotheses. The primary limitation of this study was a lack of reading intervention research for students with reading difficulties and problem behaviors. Due to the limited sample of intervention research to investigate the first three hypotheses, future intervention research is needed to better understand the relationship between reading and behavior difficulties. Furthermore, future reading intervention research is needed to better understand how to best develop a program of instruction for this population of students.

Reading Interventions for Students With or At Risk of Attention-Deficit/Hyperactivity Disorder: A Systematic Review

Empirical evidence suggests inattention and attention-deficit/hyperactivity disorder (ADHD) are related to reading fluency, reading comprehension, and academic failure. Students with ADHD are served in both general and special education settings, but limited research explores effective reading interventions for this population. The purpose of this synthesis is to investigate reading studies for participants identified with or at risk of ADHD. We address the following research question: What are the effects of reading interventions on the reading outcomes of students with or at risk of ADHD in Grades 4 to 12? In total, 16 studies met inclusion criteria. Intervention findings are presented in an attempt to document evidence-based practices. Although findings contribute to the evidence base of instructional practices that may be effective for students with ADHD, no interventions meet criteria outlined by the Council for Exceptional Children to be classified as evidence-based practices. However, studies in this review document evidence of positive intervention effects for study participants.

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

AbstractThis study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p &lt; 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.

A Meta-Analysis of Self-Regulated Strategy Development Reading Interventions to Improve the Reading Comprehension of Students With Disabilities

The purpose of the current meta-analysis was to investigate the effectiveness of self-regulated strategy development (SRSD) reading interventions for students with disabilities in school settings. We used the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education (CEC-EBP) to evaluate experimental investigations that targeted reading comprehension using an SRSD reading intervention and included students with disabilities. Summary outcome measures presented in the analysis include the between-case standardized mean difference, percentage of non-overlapping data, and visual analysis. Although the results indicated SRSD to be generally effective, the small number of studies and the fact that only 2 studies met all of the CEC-EBP quality indicators prevent the strategy from presently being considered evidence based. We present limitations and implications for future research.

Developing and sustaining readers with intellectual and multiple disabilities: A systematic review of literature

Objective: The purpose of this study was to carry out a systematic review of literature of effective reading intervention for students with – intellectual disabilities (ID), intellectual and developmental disabilities (IDD), and multiple disabilities (MD). Findings and recommendations for future research are discussed.Background and rationale: For students with ID, IDD, and MD ability to read can lead to a better quality of life and better integration into the mainstream society. Several studies have expressed a concern over more emphasis placed on social, personal, and vocational skills for individuals with ID, IDD, and MD than on reading and literacy learning. Having a repertoire of effective interventions carried out with this population will help teachers, teacher educators, and anyone else working with the individuals.Method: This study synthesized findings from previous research with 167 students with ID, IDD, and/or MD to assess effectiveness of instruction for key elements of effective reading instruction such as phonemic awareness, phonics, vocabulary, fluency, and comprehension. The review made it explicit that literature reviewed conforms to standards and quality indicators for experimental and quasi-experimental studies.Outcomes: The 12 studies identified and included in this review collectively provided evidence-based strategies for developing components of effective reading at elementary grades and sustaining effective reading at secondary levels. Four tables included describe details of participants, setting, strategies, and evidence of effectiveness.Implications for future research: Recommendations offered included carrying out more studies using qualitative and/or mixed-method approaches to further study use of these strategies in different classrooms and at different grade levels. An exclusive and systematic review of studies that used technology and assistive technology to teach reading could also be carried out.

Effects of a Reading Fluency Intervention on Middle School Students Attending a Residential Treatment Center for Youth with Emotional and Behavioral Disorders

In the USA, students with emotional and behavioral disorders (EBD) are among the most vulnerable to have reading difficulties, experience general academic failure, and drop out of school. Students with EBD who receive schooling in residential treatment centers are at even greater risk for academic difficulties. To date, very little research has examined the impact of reading interventions for students educated within a residential treatment center. The primary goal of this two-part study was to evaluate the effects of a reading intervention with four students with EBD who were attending a residential treatment center. Each student received an evidence-based reading fluency intervention to increase their reading skills, and data collected in a multiple baseline design across participants demonstrated that each student responded favorably to the intervention. Standardized reading assessments, administered pre-post, supported evidence of intervention effectiveness. Implications for applied research and practice are discussed, including the implications for using participants’ feedback to modify and enhance intervention procedures.

Instructional Methods that Foster the Reading Development of Students with Significant Intellectual Disabilities

Educational legislation has made reading a priority for students with significant intellectual disabilities (ID) and associated speech, language, sensory, or physical impairments. Historically, reading instruction for students with significant ID has focused on sight word instruction, with limited exposure to other essential reading skills. This article focuses on the evidence-based instructional methods that effectively and efficiently foster the reading development of students with significant ID. The authors reviewed the literature from the past 20 years on reading interventions for students with significant ID. In spite of access and opportunity barriers that have inhibited the reading development of students with significant ID, a synthesis of the empirical research on reading instruction suggests that students with significant ID and associated disabilities can learn phonemic awareness, phonics, vocabulary, fluency, and comprehension skills with direct instruction. Implications for providing reading instruction that effectively promotes reading development are discussed and areas for future research are identified.

Status and Perception on Reading Intervention for Students with Autism Spectrum Disorders: Focused on Speech Language Pathologists

Status and Perception on Reading Intervention for Students with Autism Spectrum Disorders: Focused on Speech Language Pathologists

Reading interventions for middle and secondary students with emotional and behavioral disorders: a quantitative review of single-case studies.

Many students with emotional and behavioral disorders (EBD) experience learning problems in reading at the middle and secondary school levels. Yet, the academic performance of students with EBD is often overlooked in the research literature. The purpose of this article was to provide a quantitative synthesis of the published, peer-reviewed, single-case research literature on reading interventions for students with or at-risk for EBD. An omnibus nonoverlap effect size of .59 with a 95% confidence interval (CI) = [.54, .64] was found consisting of 219 phase contrasts and 44 participants across the 11 studies included in the review. The findings are discussed in the context of improving the academic and behavioral outcomes of middle and secondary students with EBD.

Reading Interventions for Students with Challenging Behavior: A Focus on Fluency

Students with and at risk for emotional and behavioral disorders typically demonstrate low rates of responsiveness to reading interventions. This study examined the effect of implementing a multi-dimensional secondary intervention package on students’ oral reading fluency (ORF). Fluency building was added to accuracy instruction and behavioral support for 4 second-grade students with reading difficulties and behavioral challenges, and 5 students with reading difficulties only. Results indicated that all students benefited; however, 2 students with behavioral challenges responded at greater rates and 2 responded with similar rates of growth compared to students with reading risk alone. Students’ level of attention may have contributed to student responsiveness as students with higher levels of inattention were less responsive to the intervention. Limitations, direction for future research, and educational implementation are discussed.

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.

Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research

A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9-11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions.

Response to Varying Amounts of Time in Reading Intervention for Students With Low Response to Intervention

Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention. Examination of individual student response to intervention indicated that more students in the treatment groups demonstrated accelerated learning over time than students in the comparison condition. Students' responses to the single-dose and double-dose interventions were similar over time. Students in all conditions demonstrated particular difficulties with gains in reading fluency. Implications for future research and practice within response to intervention models are provided.

Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.

Reading Interventions for Students with Emotional/Behavioral Disorders

Although children with emotional or behavioral disorders (E/BD) demonstrate significant difficulties in reading, little research has addressed the efficacy of reading interventions with this population. This study began with a review of literature published since 1975 regarding reading interventions with elementary school students with E/BD. Because only eight publications were found that met their selection criteria, the authors conducted a focus group with teachers of students with E/BD. Among the themes voiced by teachers were the emotional variability of their students, fear of failure and trust issues, and the ensuing challenges of motivating students. Both the literature review and the focus group indicated that cross-age tutoring and direct or explicit instruction may hold some promise for students with E/BD. However, neither the review nor the focus group revealed specific instructional procedures that are helpful with these students. The lack of a knowledge base in this area is particularly disturbing given the current priority placed on early reading, the push toward inclusion, and the requirement of access to the general education curriculum for students with E/BD.