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Direct linkMatthias Grünke; Janina Kahn-Horwitz; Marlene Saban; Anne Barwasser – International Journal for Research in Learning Disabilities, 2024
Reading comprehension is a fundamental and indispensable skill for academic achievement and daily functioning. Sadly, a significant number of children and youth, particularly those diagnosed with learning disabilities (LD), encounter difficulties in acquiring this vital capability. Thankfully, several well-established approaches exist to offer…
Descriptors: Grade 5, Students with Disabilities, Learning Disabilities, Elementary School Students
Ring, Jeremiah J.; Barefoot, Lexie C.; Avrit, Karen J.; Brown, Sasha A.; Black, Jeffrey L. – Remedial and Special Education, 2013
The important role of reading fluency in the comprehension and motivation of readers is well documented. Two reading rate intervention programs were compared in a cluster-randomized clinical trial of students who were considered at-risk for reading failure. One program focused instruction at the word level; the second program focused instruction…
Descriptors: Reading Instruction, Reading Fluency, Reading Failure, Reading Difficulties
Morgan, Paul L.; Farkas, George; Wu, Qiong – Scientific Studies of Reading, 2012
We investigated whether being poorly skilled in reading contributes to children's reported feelings of anger, distractibility, anxiety, sadness, loneliness, and social isolation. Data were analyzed from a longitudinal subsample of children (N = 3,308) participating in the Early Childhood Longitudinal Study-Kindergarten Cohort. Multilevel logistic…
Descriptors: Reading Failure, Reading Difficulties, Psychological Patterns, Attention Control
Dunn, Michael W. – Learning Disabilities: A Multidisciplinary Journal, 2010
A debate exists in the research community about replacing the traditional IQ/achievement discrepancy method for learning disability identification with a "response-to-intervention model". This new assessment paradigm uses a student's level of improvement with small-group or individual programming to determine a possible need for…
Descriptors: Intervention, Learning Disabilities, Reading Failure, Disability Identification
Lingo, Amy S.; Jolivette, Kristine; Barton-Arwood, Sally M. – Preventing School Failure, 2009
On a routine basis, educators collect data on their students' academic and social performance to make informed decisions regarding curricular and social instruction. The authors conducted a case study for a student with emotional and behavioral disorders. The student's teacher provided oral and visual feedback during reading instruction. Data…
Descriptors: Feedback (Response), Social Behavior, Behavior Disorders, Reading Instruction
D'angiulli, Amedeo; Siegel, Linda S.; Maggi, Stefania – Learning Disabilities Research and Practice, 2004
Socioeconomic gradients and growth-mixture model trajectories of word-reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy-intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and…
Descriptors: Grade 5, Kindergarten, Reading Failure, Literacy Education
Download full textMcGee, Lea M. – Literacy Teaching and Learning, 2006
In this article I critique six quantitative studies of Reading Recovery and five reviews of Reading Recovery research published in Tier 1 research journals--journals accepted as having high levels of "expert scrutiny" through peer review. I also critique several quantitative research studies of Reading Recovery published in Tier 2…
Descriptors: School Restructuring, Reading Failure, Periodicals, Statistical Analysis
