Pub Date : 2023-01-02DOI: 10.1080/19404158.2023.2208135
A. Seiler, S. Leitão
ABSTRACT Fluent word recognition is an essential component of skilled reading, yet most children with reading difficulty have impaired word recognition. We developed and evaluated a web app, WordDriver, delivered via teletherapy, which targets phonological recoding to support orthographic learning and efficient word recognition. Participants were five children (aged 7–10 years) who, despite previous intervention using a systematic, synthetic phonics approach, demonstrated persistent word recognition impairment. Two studies, each using a single case experimental design examined changes in decoding accuracy (study 1) and orthographic learning (study 2) as measured by researcher-developed nonword reading and spelling lists, and standardised nonword reading assessments. Results suggested that all participants, irrespective of oral language and phonological processing profiles, made significant gains in decoding accuracy and orthographic learning for targeted vowel digraphs on researcher-developed nonword reading assessments, with clinically significant gains on standardised measures of decoding, and trends for generalisation in spelling.
{"title":"Targeting phonological recoding to support orthographic learning: effectiveness of WordDriver delivered via telehealth","authors":"A. Seiler, S. Leitão","doi":"10.1080/19404158.2023.2208135","DOIUrl":"https://doi.org/10.1080/19404158.2023.2208135","url":null,"abstract":"ABSTRACT Fluent word recognition is an essential component of skilled reading, yet most children with reading difficulty have impaired word recognition. We developed and evaluated a web app, WordDriver, delivered via teletherapy, which targets phonological recoding to support orthographic learning and efficient word recognition. Participants were five children (aged 7–10 years) who, despite previous intervention using a systematic, synthetic phonics approach, demonstrated persistent word recognition impairment. Two studies, each using a single case experimental design examined changes in decoding accuracy (study 1) and orthographic learning (study 2) as measured by researcher-developed nonword reading and spelling lists, and standardised nonword reading assessments. Results suggested that all participants, irrespective of oral language and phonological processing profiles, made significant gains in decoding accuracy and orthographic learning for targeted vowel digraphs on researcher-developed nonword reading assessments, with clinically significant gains on standardised measures of decoding, and trends for generalisation in spelling.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"28 1","pages":"1 - 26"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48087836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/19404158.2023.2208145
Helen Walls, Michael Johnston
ABSTRACT In the present study, the effects of teachers’ beliefs and practices about writing pedagogy on students' progress were investigated in the context of the New Zealand primary school system. A total of 626 teachers completed a survey on their beliefs and practices. Principal component analysis of beliefs isolated three dimensions, reflecting valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches. Analysis of the practices data isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. Next, a sub-sample of 19 survey respondents supplied writing samples from their students, at two time points, allowing for the measurement of progress over time. Associations between teachers’ scale locations for reported beliefs and practices, and their students’ progress were explored. Explicit teaching beliefs and practices were positively correlated with progress and socio-cultural practices were negatively correlated with progress. Our findings support the use of explicit methods for the teaching of writing and cast some doubt over the efficacy of constructivist approaches.
{"title":"Teachers beliefs and practices for the teaching of writing in the New Zealand elementary school: influences on student progress","authors":"Helen Walls, Michael Johnston","doi":"10.1080/19404158.2023.2208145","DOIUrl":"https://doi.org/10.1080/19404158.2023.2208145","url":null,"abstract":"ABSTRACT In the present study, the effects of teachers’ beliefs and practices about writing pedagogy on students' progress were investigated in the context of the New Zealand primary school system. A total of 626 teachers completed a survey on their beliefs and practices. Principal component analysis of beliefs isolated three dimensions, reflecting valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches. Analysis of the practices data isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. Next, a sub-sample of 19 survey respondents supplied writing samples from their students, at two time points, allowing for the measurement of progress over time. Associations between teachers’ scale locations for reported beliefs and practices, and their students’ progress were explored. Explicit teaching beliefs and practices were positively correlated with progress and socio-cultural practices were negatively correlated with progress. Our findings support the use of explicit methods for the teaching of writing and cast some doubt over the efficacy of constructivist approaches.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"28 1","pages":"27 - 54"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46721424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/19404158.2023.2210588
S. Main, Susan Hill, A. Paolino
ABSTRACT Reading difficulties have been associated with limited academic success and related social-emotional outcomes including anxiety and low motivation. Recent research on the educational impact of the COVID-19 pandemic indicates that children with poor reading skills were disproportionally disadvantaged. This growing number of students experiencing reading difficulties will require effective implementation of strategies to prevent long-term disadvantage, including in the challenging context of secondary schools where teachers are unfamiliar with reading instruction and constrained by timetabling of subjects and teachers. This research examined whether a Direct Instruction programme could be implemented with fidelity in the real world of a secondary school over a sustained period. Reading progress was monitored using a standardised assessment. Programme implementation was monitored via interviews with staff, classroom observations, and field notes. These data revealed that, whilst fidelity of programme implementation was challenging, programme delivery and student ability and confidence in reading improved over the three years.
{"title":"Improving the reading skills of struggling secondary students in a real-world setting: issues of implementation and sustainability","authors":"S. Main, Susan Hill, A. Paolino","doi":"10.1080/19404158.2023.2210588","DOIUrl":"https://doi.org/10.1080/19404158.2023.2210588","url":null,"abstract":"ABSTRACT Reading difficulties have been associated with limited academic success and related social-emotional outcomes including anxiety and low motivation. Recent research on the educational impact of the COVID-19 pandemic indicates that children with poor reading skills were disproportionally disadvantaged. This growing number of students experiencing reading difficulties will require effective implementation of strategies to prevent long-term disadvantage, including in the challenging context of secondary schools where teachers are unfamiliar with reading instruction and constrained by timetabling of subjects and teachers. This research examined whether a Direct Instruction programme could be implemented with fidelity in the real world of a secondary school over a sustained period. Reading progress was monitored using a standardised assessment. Programme implementation was monitored via interviews with staff, classroom observations, and field notes. These data revealed that, whilst fidelity of programme implementation was challenging, programme delivery and student ability and confidence in reading improved over the three years.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"28 1","pages":"73 - 95"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47315332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/19404158.2023.2208164
L. Ehri
ABSTRACT Application of psycholinguistic insights initiated a long career researching how children learn to read words. A theory was proposed claiming that spellings of individual words are stored in memory when their graphemes become bonded to phonemes in their pronunciations along with meanings, and this enables readers to read stored words automatically “by sight”. Our studies offered support for this theory. In addition, they clarified how children move into reading. Results showed that teaching beginners to decode words using grapheme-phoneme subunits facilitates word reading and spelling much better than teaching children to decode whole syllabic units or to read words by analogy. Findings showed that storing spellings of new words in memory improves vocabulary learning in many types of learners. This research underscores the importance of systematic phonics instruction to establish foundational knowledge – phonemic segmentation, grapheme-phoneme relations, and decoding skill – setting beginners on a path to becoming skilled readers.
{"title":"Roads travelled researching how children learn to read words","authors":"L. Ehri","doi":"10.1080/19404158.2023.2208164","DOIUrl":"https://doi.org/10.1080/19404158.2023.2208164","url":null,"abstract":"ABSTRACT Application of psycholinguistic insights initiated a long career researching how children learn to read words. A theory was proposed claiming that spellings of individual words are stored in memory when their graphemes become bonded to phonemes in their pronunciations along with meanings, and this enables readers to read stored words automatically “by sight”. Our studies offered support for this theory. In addition, they clarified how children move into reading. Results showed that teaching beginners to decode words using grapheme-phoneme subunits facilitates word reading and spelling much better than teaching children to decode whole syllabic units or to read words by analogy. Findings showed that storing spellings of new words in memory improves vocabulary learning in many types of learners. This research underscores the importance of systematic phonics instruction to establish foundational knowledge – phonemic segmentation, grapheme-phoneme relations, and decoding skill – setting beginners on a path to becoming skilled readers.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"28 1","pages":"55 - 71"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46395366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/19404158.2022.2115091
A. Watts, Beth Shingles, Stuart Edwards, S. Goldfeld
ABSTRACT Students with additional health and developmental needs are at risk of poor psychosocial and academic outcomes as they enter and move through school. Early identification and supports to promote participation and learning can be highly effective in meeting the needs of these students helping them thrive academically, socially, and emotionally. This qualitative study aimed to learn from primary schools (n = 8) demonstrating exemplar practice in supporting students with additional health and developmental needs. Semi-structured interviews (n = 31) were conducted to explore how schools identify and monitor students, provide supports, and collaborate with stakeholders. Reflexive thematic analysis was used to analyse interview transcripts and a range of strategies and processes emerged that schools use inside and outside the classroom. The findings help to shape our understanding of potential exemplar practices for students with additional health and developmental needs within the primary school context and offer recommendations and practical opportunities for improvement.
{"title":"Support for students with additional health and developmental needs: practices and learnings from exemplar schools","authors":"A. Watts, Beth Shingles, Stuart Edwards, S. Goldfeld","doi":"10.1080/19404158.2022.2115091","DOIUrl":"https://doi.org/10.1080/19404158.2022.2115091","url":null,"abstract":"ABSTRACT Students with additional health and developmental needs are at risk of poor psychosocial and academic outcomes as they enter and move through school. Early identification and supports to promote participation and learning can be highly effective in meeting the needs of these students helping them thrive academically, socially, and emotionally. This qualitative study aimed to learn from primary schools (n = 8) demonstrating exemplar practice in supporting students with additional health and developmental needs. Semi-structured interviews (n = 31) were conducted to explore how schools identify and monitor students, provide supports, and collaborate with stakeholders. Reflexive thematic analysis was used to analyse interview transcripts and a range of strategies and processes emerged that schools use inside and outside the classroom. The findings help to shape our understanding of potential exemplar practices for students with additional health and developmental needs within the primary school context and offer recommendations and practical opportunities for improvement.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"223 - 251"},"PeriodicalIF":0.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43820181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/19404158.2022.2097717
Signy Wegener, Elisabeth Beyersmann, Hua-Chen Wang, A. Castles
ABSTRACT In this theoretical review, evidence for the link between spoken and written word knowledge is summarised, highlighting the specific hypotheses posed in this field and the extent to which they are informative regarding causation. A brief overview of major theories of orthographic learning draws attention to how each characterises the role of oral vocabulary within the learning process, and the timing of its influence. The theoretical foundations and evidence for two cognitive mechanisms that seek to explain the relationship between spoken and written word knowledge are outlined, drawing attention to a key difference between them: the proposed timing of the effect. Set for variability (or mispronunciation correction) is thought to operate from the point of visual exposure, while orthographic skeletons are thought to exert an influence on written word learning that begins before exposure to written words. The review closes with a discussion of directions for future research.
{"title":"Oral vocabulary knowledge and learning to read new words: A theoretical review","authors":"Signy Wegener, Elisabeth Beyersmann, Hua-Chen Wang, A. Castles","doi":"10.1080/19404158.2022.2097717","DOIUrl":"https://doi.org/10.1080/19404158.2022.2097717","url":null,"abstract":"ABSTRACT In this theoretical review, evidence for the link between spoken and written word knowledge is summarised, highlighting the specific hypotheses posed in this field and the extent to which they are informative regarding causation. A brief overview of major theories of orthographic learning draws attention to how each characterises the role of oral vocabulary within the learning process, and the timing of its influence. The theoretical foundations and evidence for two cognitive mechanisms that seek to explain the relationship between spoken and written word knowledge are outlined, drawing attention to a key difference between them: the proposed timing of the effect. Set for variability (or mispronunciation correction) is thought to operate from the point of visual exposure, while orthographic skeletons are thought to exert an influence on written word learning that begins before exposure to written words. The review closes with a discussion of directions for future research.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"253 - 278"},"PeriodicalIF":0.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44631388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1080/19404158.2022.2085755
Natasha Bryceson, Lynn Sheridan
ABSTRACT This study explored the consultation practices of Learning Support Teams (LSTs) in three NSW primary schools engaged in learning and wellbeing support for diverse students. An organisational ethnographic case study approach was used to explore behaviour, language and interactions within the school sites. Participants included learning support teachers, senior executive staff, school counsellors and psychologists. To elicit specific practices from participants, an Interview to the Double technique was employed to collect qualitative data. Findings showed that teams used specific data-driven decision-making and problem-solving practices to address challenges in supporting student learning and wellbeing. LSTs identified shared purpose, effective membership structures, communication and relationships as critical in consultation. This study has implications for understanding “what works” for LST consultation and recognised the need for explicit measuring and monitoring of team impact.
{"title":"“The whole elephant”: “What works best” consultation practices of learning support teams in primary schools","authors":"Natasha Bryceson, Lynn Sheridan","doi":"10.1080/19404158.2022.2085755","DOIUrl":"https://doi.org/10.1080/19404158.2022.2085755","url":null,"abstract":"ABSTRACT This study explored the consultation practices of Learning Support Teams (LSTs) in three NSW primary schools engaged in learning and wellbeing support for diverse students. An organisational ethnographic case study approach was used to explore behaviour, language and interactions within the school sites. Participants included learning support teachers, senior executive staff, school counsellors and psychologists. To elicit specific practices from participants, an Interview to the Double technique was employed to collect qualitative data. Findings showed that teams used specific data-driven decision-making and problem-solving practices to address challenges in supporting student learning and wellbeing. LSTs identified shared purpose, effective membership structures, communication and relationships as critical in consultation. This study has implications for understanding “what works” for LST consultation and recognised the need for explicit measuring and monitoring of team impact.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"201 - 221"},"PeriodicalIF":0.9,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49635479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-16DOI: 10.1080/19404158.2022.2064522
Alison Arrow, A. Neville, A. Denston, T. Nicholson
ABSTRACT In Aotearoa New Zealand, the lack of government funding and support for interventions beyond Reading Recovery means that assessment and support for students demonstrating literacy difficulties are primarily left to schools themselves. To meet the needs of students, including those demonstrating difficulties with literacy learning, schools and teachers must have assessments and interventions that can identify and meet the needs of those students. Currently, there is a lack of research on the nature of assessments and interventions used by schools and their confidence in using these to meet the needs of students, including those with literacy learning difficulties. In the current study, we surveyed schools about the types of assessments used to identify literacy difficulties and the interventions provided to students. Results indicated a wide range of assessments and interventions used in schools, but the identified interventions often failed to meet the criteria for intervention (teacher-led, based on specific needs), and assessments were often unlikely to provide information about specific literacy difficulties. Overall, the variability of interventions and assessments indicated a lack of consistency in the identification of students with literacy learning difficulties and, in the interventions, provided to support these students.
{"title":"Investigating the number and type of literacy assessments and interventions in Aotearoa New Zealand primary schools","authors":"Alison Arrow, A. Neville, A. Denston, T. Nicholson","doi":"10.1080/19404158.2022.2064522","DOIUrl":"https://doi.org/10.1080/19404158.2022.2064522","url":null,"abstract":"ABSTRACT In Aotearoa New Zealand, the lack of government funding and support for interventions beyond Reading Recovery means that assessment and support for students demonstrating literacy difficulties are primarily left to schools themselves. To meet the needs of students, including those demonstrating difficulties with literacy learning, schools and teachers must have assessments and interventions that can identify and meet the needs of those students. Currently, there is a lack of research on the nature of assessments and interventions used by schools and their confidence in using these to meet the needs of students, including those with literacy learning difficulties. In the current study, we surveyed schools about the types of assessments used to identify literacy difficulties and the interventions provided to students. Results indicated a wide range of assessments and interventions used in schools, but the identified interventions often failed to meet the criteria for intervention (teacher-led, based on specific needs), and assessments were often unlikely to provide information about specific literacy difficulties. Overall, the variability of interventions and assessments indicated a lack of consistency in the identification of students with literacy learning difficulties and, in the interventions, provided to support these students.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"185 - 199"},"PeriodicalIF":0.9,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47446275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/19404158.2022.2054834
G. McArthur
ABSTRACT Clinicians, teachers, and researchers have long suspected that there may be some kind of association between poor reading and emotional health. However, for many years, studies of this association were generally sporadic and poor in quality. This article outlines how – over the last 5 years or so – national and international associates of the PRAX (poor reading and anxiety) research group have made significant progress in our understanding of whether there is a genuine association between poor reading and emotional problems, what type of emotional problem is most closely related to poor reading, how this problem can be detected by appropriate assessment, and how it might be treated effectively. It also describes how these gains in understanding have informed an evidence-based theory for why children with poor reading are at risk for emotional problems.
{"title":"Poor reading and anxiety (PRAX): building a theory and practice","authors":"G. McArthur","doi":"10.1080/19404158.2022.2054834","DOIUrl":"https://doi.org/10.1080/19404158.2022.2054834","url":null,"abstract":"ABSTRACT Clinicians, teachers, and researchers have long suspected that there may be some kind of association between poor reading and emotional health. However, for many years, studies of this association were generally sporadic and poor in quality. This article outlines how – over the last 5 years or so – national and international associates of the PRAX (poor reading and anxiety) research group have made significant progress in our understanding of whether there is a genuine association between poor reading and emotional problems, what type of emotional problem is most closely related to poor reading, how this problem can be detected by appropriate assessment, and how it might be treated effectively. It also describes how these gains in understanding have informed an evidence-based theory for why children with poor reading are at risk for emotional problems.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"169 - 180"},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49448304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/19404158.2021.2021962
Natalia R. Henderson-Faranda, J. Newbury, D. Sutherland
ABSTRACT Many children on the autism spectrum have difficulty developing reading comprehension skills. This multiple phase single case design pilot study examined the impact of a computer-assisted reading tool, Reading Eggspress™, with or without teacher directed instruction on the reading comprehension skills of four children on the autism spectrum (mean age 9 years, 10 months). Participants engaged in two randomised intervention phases, each lasting four weeks. Phase A involved Reading Eggspress™ plus teacher directed instruction of graphic organiser use and Phase B involved Reading Eggspress™ alone. Two participants made significant gains on a standardised measure of reading at post-test. Three participants made gains in median reading comprehension probe scores. Both phases appeared equally supportive of reading comprehension. Participants learned to use graphic organisers to support their comprehension during the intervention. Social validity questionnaires completed by parents, teachers and the participants indicated high acceptability of the intervention package.
{"title":"Using Computer Assisted Instruction to Improve Reading Comprehension of Children on the Autism Spectrum: A Pilot Study","authors":"Natalia R. Henderson-Faranda, J. Newbury, D. Sutherland","doi":"10.1080/19404158.2021.2021962","DOIUrl":"https://doi.org/10.1080/19404158.2021.2021962","url":null,"abstract":"ABSTRACT Many children on the autism spectrum have difficulty developing reading comprehension skills. This multiple phase single case design pilot study examined the impact of a computer-assisted reading tool, Reading Eggspress™, with or without teacher directed instruction on the reading comprehension skills of four children on the autism spectrum (mean age 9 years, 10 months). Participants engaged in two randomised intervention phases, each lasting four weeks. Phase A involved Reading Eggspress™ plus teacher directed instruction of graphic organiser use and Phase B involved Reading Eggspress™ alone. Two participants made significant gains on a standardised measure of reading at post-test. Three participants made gains in median reading comprehension probe scores. Both phases appeared equally supportive of reading comprehension. Participants learned to use graphic organisers to support their comprehension during the intervention. Social validity questionnaires completed by parents, teachers and the participants indicated high acceptability of the intervention package.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"135 - 167"},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45675562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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