Pub Date : 2018-01-02DOI: 10.1080/19404158.2017.1393626
K. Gibbs
Abstract Students with AD/HD experience difficulty concentrating in the classroom due to unwanted behaviours. This article focuses on what six Australian adolescent boys have to say about teacher and teaching factors that enabled them to regain focus (if distracted) and concentrate on classroom learning. A multiple, instrumental case-study was used to collect data from the boys using semi-structured individual and focus group interviews as well as school reports across a two year period. Findings suggested that interventions including frequent short breaks, humour by the teacher and teachers who operate in a well-structured classroom and who know their subject matter well, were beneficial in reducing unwanted behaviours and resulted in less negative events, thereby making schooling a more positive experience.
{"title":"Australian adolescent boys with attention deficit/hyperactivity disorder (AD/HD): teacher and teaching factors that assess the efficacy of reducing unwanted behaviours within the classroom environment","authors":"K. Gibbs","doi":"10.1080/19404158.2017.1393626","DOIUrl":"https://doi.org/10.1080/19404158.2017.1393626","url":null,"abstract":"Abstract Students with AD/HD experience difficulty concentrating in the classroom due to unwanted behaviours. This article focuses on what six Australian adolescent boys have to say about teacher and teaching factors that enabled them to regain focus (if distracted) and concentrate on classroom learning. A multiple, instrumental case-study was used to collect data from the boys using semi-structured individual and focus group interviews as well as school reports across a two year period. Findings suggested that interventions including frequent short breaks, humour by the teacher and teachers who operate in a well-structured classroom and who know their subject matter well, were beneficial in reducing unwanted behaviours and resulted in less negative events, thereby making schooling a more positive experience.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"23 1","pages":"53 - 65"},"PeriodicalIF":0.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1393626","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44771237","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 : 2018-01-02DOI: 10.1080/19404158.2018.1467936
Celia Brenchley, S. Costello
Abstract Non-Verbal Learning Disabilities (NVLD) have a relatively rare incidence, estimated to be approximately 1.7% of all learning disabilities. Symptoms of the disorder are perceptual, social and emotional. These symptoms differ according to the developmental age, with 85% of cases being diagnosed in secondary school when education becomes more complex. In Australia the intricate arrangements between funding for intervention within the school and the requirements from the assessment authority in each state for special provision mean that a cohesive model is required for school professionals to guide education for NVLD students. This is particularly important to enable access to tertiary education. A flow-chart model of assessment and intervention for the Australian education system is demonstrated, which draws on two case studies (“Katie” currently attending university and “Jamie” currently in year 8) with the provision of Australian and International research and literature to validate the model.
{"title":"A model of assessment and intervention for Non-Verbal Learning Disability (NVLD) in the Australian education system: an educational and developmental psychologist perspective","authors":"Celia Brenchley, S. Costello","doi":"10.1080/19404158.2018.1467936","DOIUrl":"https://doi.org/10.1080/19404158.2018.1467936","url":null,"abstract":"Abstract Non-Verbal Learning Disabilities (NVLD) have a relatively rare incidence, estimated to be approximately 1.7% of all learning disabilities. Symptoms of the disorder are perceptual, social and emotional. These symptoms differ according to the developmental age, with 85% of cases being diagnosed in secondary school when education becomes more complex. In Australia the intricate arrangements between funding for intervention within the school and the requirements from the assessment authority in each state for special provision mean that a cohesive model is required for school professionals to guide education for NVLD students. This is particularly important to enable access to tertiary education. A flow-chart model of assessment and intervention for the Australian education system is demonstrated, which draws on two case studies (“Katie” currently attending university and “Jamie” currently in year 8) with the provision of Australian and International research and literature to validate the model.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"23 1","pages":"67 - 86"},"PeriodicalIF":0.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2018.1467936","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41690414","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 : 2018-01-02DOI: 10.1080/19404158.2017.1367948
Lisa Lim, J. Arciuli, Natalie Munro
Abstract This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed.
{"title":"Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study","authors":"Lisa Lim, J. Arciuli, Natalie Munro","doi":"10.1080/19404158.2017.1367948","DOIUrl":"https://doi.org/10.1080/19404158.2017.1367948","url":null,"abstract":"Abstract This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"23 1","pages":"31 - 51"},"PeriodicalIF":0.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1367948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43877213","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 : 2018-01-02DOI: 10.1080/19404158.2018.1467937
J. Chapman, Keith T. Greaney, Alison Arrow, W. Tunmer
Abstract New Zealand’s approach to literacy instruction is predominantly whole language. Explicit code-orientated literacy instruction is not favoured, however, most teachers are believed to include phonics in their literacy lessons. No study has been reported on phonics use in New Zealand schools. Survey responses on the use of phonics instruction from 666 primary school teachers were analysed. We also assessed knowledge of the basic language constructs related to early reading success with 55 teachers participating in a professional development program on literacy teaching. A word identification prompt task based on six common word error scenarios experienced by beginning readers was also administered. Results of the phonics survey revealed that 90% of teachers indicated they used phonics in their literacy instruction. Knowledge of basic language constructs was variable: phonological and phonemic knowledge were generally good, but understanding of phonic and morphological constructs was relatively weak. Only 40% of initial word identification prompts were focussed on word-level information; the remainder (60%) were based on context or were non-specific. The implications of these findings for beginning readers are discussed.
{"title":"Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers*","authors":"J. Chapman, Keith T. Greaney, Alison Arrow, W. Tunmer","doi":"10.1080/19404158.2018.1467937","DOIUrl":"https://doi.org/10.1080/19404158.2018.1467937","url":null,"abstract":"Abstract New Zealand’s approach to literacy instruction is predominantly whole language. Explicit code-orientated literacy instruction is not favoured, however, most teachers are believed to include phonics in their literacy lessons. No study has been reported on phonics use in New Zealand schools. Survey responses on the use of phonics instruction from 666 primary school teachers were analysed. We also assessed knowledge of the basic language constructs related to early reading success with 55 teachers participating in a professional development program on literacy teaching. A word identification prompt task based on six common word error scenarios experienced by beginning readers was also administered. Results of the phonics survey revealed that 90% of teachers indicated they used phonics in their literacy instruction. Knowledge of basic language constructs was variable: phonological and phonemic knowledge were generally good, but understanding of phonic and morphological constructs was relatively weak. Only 40% of initial word identification prompts were focussed on word-level information; the remainder (60%) were based on context or were non-specific. The implications of these findings for beginning readers are discussed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"23 1","pages":"104 - 87"},"PeriodicalIF":0.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2018.1467937","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48299710","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 : 2017-07-03DOI: 10.1080/19404158.2017.1397525
Geri Harris, S. G. Little, Angeleque Akin-Little
Abstract A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a single-subject design with three 7–8 year old children diagnosed with ASD, this study examined VSM as a treatment for improving handwriting legibility and proficiency. All participants’ legibility data showed a large effect sizes and high Percentages of non-overlapping data from baseline to treatment and maintenance phases, indicating that VSM is an effective treatment for improving and maintaining handwriting legibility in children with ASD. Results are discussed in terms of applicability of VSM as an intervention with academic skills deficits in children with ASD.
{"title":"Video self-modelling as an intervention for remediating dysgraphia in children with autism spectrum disorders","authors":"Geri Harris, S. G. Little, Angeleque Akin-Little","doi":"10.1080/19404158.2017.1397525","DOIUrl":"https://doi.org/10.1080/19404158.2017.1397525","url":null,"abstract":"Abstract A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a single-subject design with three 7–8 year old children diagnosed with ASD, this study examined VSM as a treatment for improving handwriting legibility and proficiency. All participants’ legibility data showed a large effect sizes and high Percentages of non-overlapping data from baseline to treatment and maintenance phases, indicating that VSM is an effective treatment for improving and maintaining handwriting legibility in children with ASD. Results are discussed in terms of applicability of VSM as an intervention with academic skills deficits in children with ASD.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"22 1","pages":"153 - 170"},"PeriodicalIF":0.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1397525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49265837","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 : 2017-07-03DOI: 10.1080/19404158.2017.1399913
Judy Elben, T. Nicholson
Abstract The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge at entry to Grade 1, this was not translated into a significant advantage at the end of Grade 1 in either phonemic awareness or reading ability. Further analysis revealed that pretest alphabet knowledge for the whole group was significantly related to progress. In addition, scatterplots showed that some children started school with high levels of alphabet knowledge but did not make progress, indicating that alphabet knowledge is necessary for literacy progress but not sufficient.
{"title":"Does learning the alphabet in kindergarten give children a head start in the first year of school? A comparison of children’s reading progress in two first grade classes in state and Montessori schools in Switzerland","authors":"Judy Elben, T. Nicholson","doi":"10.1080/19404158.2017.1399913","DOIUrl":"https://doi.org/10.1080/19404158.2017.1399913","url":null,"abstract":"Abstract The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge at entry to Grade 1, this was not translated into a significant advantage at the end of Grade 1 in either phonemic awareness or reading ability. Further analysis revealed that pretest alphabet knowledge for the whole group was significantly related to progress. In addition, scatterplots showed that some children started school with high levels of alphabet knowledge but did not make progress, indicating that alphabet knowledge is necessary for literacy progress but not sufficient.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"22 1","pages":"108 - 95"},"PeriodicalIF":0.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1399913","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48848504","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 : 2017-07-03DOI: 10.1080/19404158.2017.1399914
E. Schaughency, S. Suggate, E. Reese
Abstract We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of instruction (M = 7; 0 years) and followed to their fourth year (M = 9; 0 years). Oral narrative and decoding were assessed initially, oral reading, retell, and maze fluency, plus reading age, obtained at outcome. For the Year 2 sample, oral narrative and decoding contributed to oral reading and comprehension two years later. For the Year 1 sample, decoding contributed to most reading outcomes, with narrative quality uniquely predicting Year 3 retell fluency. Post-hoc exploratory analyses suggest story memory indirectly contributed to Year 3 reading via Year 2 retell.
{"title":"Links between early oral narrative and decoding skills and later reading in a New Zealand sample*","authors":"E. Schaughency, S. Suggate, E. Reese","doi":"10.1080/19404158.2017.1399914","DOIUrl":"https://doi.org/10.1080/19404158.2017.1399914","url":null,"abstract":"Abstract We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of instruction (M = 7; 0 years) and followed to their fourth year (M = 9; 0 years). Oral narrative and decoding were assessed initially, oral reading, retell, and maze fluency, plus reading age, obtained at outcome. For the Year 2 sample, oral narrative and decoding contributed to oral reading and comprehension two years later. For the Year 1 sample, decoding contributed to most reading outcomes, with narrative quality uniquely predicting Year 3 retell fluency. Post-hoc exploratory analyses suggest story memory indirectly contributed to Year 3 reading via Year 2 retell.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"22 1","pages":"109 - 132"},"PeriodicalIF":0.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1399914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47147988","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 : 2017-07-03DOI: 10.1080/19404158.2017.1389760
Michele Anne Blick, T. Nicholson, J. Chapman, J. Berman
Abstract This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues were categorised into syntactic, semantic, phonemic, and graphophonic similarity. Children were first grouped in terms of higher and lower linguistic comprehension levels. Analysis of miscues showed no differences between the groups in miscue similarity. They were then grouped according to pseudoword reading skill. There were significant differences between the groups for all miscue types except semantic similarity. An analysis of miscues using multiple regression showed that, after taking account of age, pseudoword reading was the best predictor of quality of miscues. In addition, linguistic comprehension contributed to syntactic similarity of miscues over and above decoding.
{"title":"Does linguistic comprehension support the decoding skills of struggling readers?","authors":"Michele Anne Blick, T. Nicholson, J. Chapman, J. Berman","doi":"10.1080/19404158.2017.1389760","DOIUrl":"https://doi.org/10.1080/19404158.2017.1389760","url":null,"abstract":"Abstract This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues were categorised into syntactic, semantic, phonemic, and graphophonic similarity. Children were first grouped in terms of higher and lower linguistic comprehension levels. Analysis of miscues showed no differences between the groups in miscue similarity. They were then grouped according to pseudoword reading skill. There were significant differences between the groups for all miscue types except semantic similarity. An analysis of miscues using multiple regression showed that, after taking account of age, pseudoword reading was the best predictor of quality of miscues. In addition, linguistic comprehension contributed to syntactic similarity of miscues over and above decoding.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"22 1","pages":"75 - 94"},"PeriodicalIF":0.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1389760","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43500369","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 : 2017-07-03DOI: 10.1080/19404158.2017.1398766
S. Dymock, T. Nicholson
Abstract The ubiquitous weekly spelling test assumes that words are best learned by memorisation and testing but is this the best way? This study compared two well-known approaches to spelling instruction, the rule based and visual memory approaches. A group of 55 seven-year-olds in two Year 3 classrooms was taught spelling in small groups for three lessons a week, 20-min per lesson, over ten weeks. In the first intervention, students learned statistically likely spelling strategies for vowel sounds, syllable breaking strategies, and the doubling rule. In the second intervention, students used a look, say, cover, write, check, fix strategy, listed words in alphabetical order, and wrote them in sentences. The control group completed non-spelling activities. Results showed that although both intervention groups learned to spell taught words better than the control group, the rule-based approach had greater transfer to spelling of new words for both proficient and less proficient spellers.
{"title":"To what extent does children’s spelling improve as a result of learning words with the look, say, cover, write, check, fix strategy compared with phonological spelling strategies?","authors":"S. Dymock, T. Nicholson","doi":"10.1080/19404158.2017.1398766","DOIUrl":"https://doi.org/10.1080/19404158.2017.1398766","url":null,"abstract":"Abstract The ubiquitous weekly spelling test assumes that words are best learned by memorisation and testing but is this the best way? This study compared two well-known approaches to spelling instruction, the rule based and visual memory approaches. A group of 55 seven-year-olds in two Year 3 classrooms was taught spelling in small groups for three lessons a week, 20-min per lesson, over ten weeks. In the first intervention, students learned statistically likely spelling strategies for vowel sounds, syllable breaking strategies, and the doubling rule. In the second intervention, students used a look, say, cover, write, check, fix strategy, listed words in alphabetical order, and wrote them in sentences. The control group completed non-spelling activities. Results showed that although both intervention groups learned to spell taught words better than the control group, the rule-based approach had greater transfer to spelling of new words for both proficient and less proficient spellers.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"22 1","pages":"171 - 187"},"PeriodicalIF":0.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1398766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43194561","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 : 2017-07-03DOI: 10.1080/19404158.2017.1379027
J. Munro
Abstract Reading difficulties may have multiple causes. Effective approaches to reading intervention need to target the specific causes for individual readers. The Early Reading Intervention Knowledge program comprises three intervention pathways: a phonological-phonemic pathway, a phonic-orthographic pathway, and an oral language pathway. This study examines the effectiveness of each pathway for 902 underachieving students in their second to fifth years of primary education. The students differed in their reading profiles. The interventions were implemented in a regular school context. Intervention in the three pathways improved reading accuracy and comprehension for both the younger (Years 2 and 3) and older (Years 4 and 5) age groups. The pattern in accuracy gains across the three pathways was similar for each group, with the older students making smaller gains. Reading profiles influenced the rate or amount of gain. For comprehension, the phonological and oral language pathways yielded higher gains for both age groups than the orthographic pathway. The most at-risk students showed the highest gains. The implications for intervention are discussed.
{"title":"Who benefits from which reading intervention in the primary years? Match the intervention with the reading profile","authors":"J. Munro","doi":"10.1080/19404158.2017.1379027","DOIUrl":"https://doi.org/10.1080/19404158.2017.1379027","url":null,"abstract":"Abstract Reading difficulties may have multiple causes. Effective approaches to reading intervention need to target the specific causes for individual readers. The Early Reading Intervention Knowledge program comprises three intervention pathways: a phonological-phonemic pathway, a phonic-orthographic pathway, and an oral language pathway. This study examines the effectiveness of each pathway for 902 underachieving students in their second to fifth years of primary education. The students differed in their reading profiles. The interventions were implemented in a regular school context. Intervention in the three pathways improved reading accuracy and comprehension for both the younger (Years 2 and 3) and older (Years 4 and 5) age groups. The pattern in accuracy gains across the three pathways was similar for each group, with the older students making smaller gains. Reading profiles influenced the rate or amount of gain. For comprehension, the phonological and oral language pathways yielded higher gains for both age groups than the orthographic pathway. The most at-risk students showed the highest gains. The implications for intervention are discussed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"22 1","pages":"133 - 151"},"PeriodicalIF":0.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1379027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45938919","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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