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Integrated Word Identification and Communication Instruction for Students with Complex Communication Needs: Preliminary Results
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Hanser, Gretchen A.; Erickson, Karen A. – Focus on Autism and Other Developmental Disabilities, 2007
The current study investigated the effectiveness of an integrated word identification and communication intervention for children with complex communication needs. Using a nonconcurrent, multiple baseline design, the study involved three participants who completed 75 lessons across 4 to 6 weeks of instruction. All three participants improved their…
Descriptors: Word Recognition, Communication Skills, Phonics, Spelling
Learning Disabilities: From Identification to Intervention
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Fletcher, Jack M.; Lyon, G. Reid; Fuchs, Lynn S.; Barnes, Marcia A. – Guilford Publications, 2006
Evidence based and comprehensive, this important work offers a new approach to understanding and intervening with students with learning disabilities. The authors--leading experts in neuropsychology and special education--present a unique model of learning disabilities that integrates the cognitive, neural, genetic, and contextual factors…
Descriptors: Educational Diagnosis, Reading Difficulties, Neuropsychology, Intervention
The Effects of Intertrial Interval Duration on Sight-Word Learning Rates in Children with Behavioral Disorders.
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Skinner, Christopher H.; And Others – Behavioral Disorders, 1994
An adapted alternating treatments design was used to compare the effects of two interventions using different intertrial intervals on sight-word mastery rates among three elementary students with behavioral disorders and learning deficits. Results found both interventions to be equally effective in increasing sight-word reading accuracy.…
Descriptors: Behavior Disorders, Comparative Analysis, Drills (Practice), Elementary Education
Language Abilities, Reading Acquisition, and Developmental Dyslexia: A Discussion of Hypothetical and Observed Relationships.
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Sawyer, Diane J. – Journal of Learning Disabilities, 1992
This study evaluated Frith's 3-phase model of reading acquisition with 300 children in 2 cohorts who were followed from kindergarten through grade 3. Varying relationships were found among global language abilities, word recognition abilities, and reading comprehension depending on grade level. Implications for the study and treatment of…
Descriptors: Age Differences, Beginning Reading, Dyslexia, Intervention
A Process Approach To Remediating Word-Decoding Deficiencies in Chapter 1 Children.
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Carlson, Jerry S.; Das, J. P. – Learning Disability Quarterly, 1997
Two studies evaluated the Process-Based Reading Enhancement Program (PREP) with 150 grade 4 economically disadvantaged children. Pre- and posttesting with the Word Attack and Word Identification subtests of the Woodcock Reading Mastery Tests-Revised found significant group-by-time interactions. Results support the efficacy of the PREP to improve…
Descriptors: Decoding (Reading), Economically Disadvantaged, Educationally Disadvantaged, Grade 4
The Effectiveness of Remedial Programs for Reading Disabled Children of Different Ages: Does the Benefit Decrease for Older Children?
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Lovett, Maureen W.; Steinbach, Karen A. – Learning Disability Quarterly, 1997
Comparison of two word identification training programs with 122 severely reading disabled children in grades 2 through 6 found both the phonological and the strategy programs resulted in significant improvement in word identification and word attack skills and sizeable transfer-of-training effects. Children at each grade level made equivalent…
Descriptors: Age Differences, Dyslexia, Elementary Education, Instructional Effectiveness
The Effect of Parent Tutoring on Oral Reading Rate with Measures of Clinical Significance.
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Coates, Keith S.; McLaughlin, T. F. – B.C. Journal of Special Education, 1992
Evaluation of effects of parent tutoring in word recognition with flash cards with a slow learning seven year old found neither number of words read or frequency of errors was changed by the intervention, but subjective measures did support the intervention's effectiveness. Results suggest the need for parent training for effective home…
Descriptors: Beginning Reading, Drills (Practice), Instructional Effectiveness, Intervention
Transfer from Word Training to Reading in Context: Gains in Reading Fluency and Comprehension.
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Levy, Betty Ann; Abello, Brent; Lysynchuk, Linda – Learning Disability Quarterly, 1997
Two studies with poor readers in grade 4 (total N=68) examined the relationship between word identification speed and story reading fluency. Benefits were found for single-word practice prior to reading stories containing those words, even for children who were particularly poor namers. Results are related to theoretical links between fluency and…
Descriptors: Drills (Practice), Grade 4, Instructional Effectiveness, Intermediate Grades
Year-Long Balanced Reading/Writing Tutorial: A Design Experiment Used for Dynamic Assessment.
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Abbott, Sylvia P.; Reed, Elizabeth; Abbott, Robert D.; Berninger, Virginia W. – Learning Disability Quarterly, 1997
Sixteen children with severe reading problems in first grade received a year-long individual tutorial intervention. Growth curve analyses found significant gains on measures of orthographic and phonological coding, word identification, word attack skills, reading comprehension, letter automaticity, and spelling and marginally significant gains in…
Descriptors: Beginning Reading, Decoding (Reading), Dyslexia, Grade 1