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Direct linkChatenoud, Céline; Turcotte, Catherine; Aldama, Rebeca – Education and Training in Autism and Developmental Disabilities, 2020
Upon entering high school, students with ID who may be able to read simple texts often have difficulty grasping meaning when required to understand more complex texts. This failure affects their overall academic performance, since at this age, it is no longer just a question of learning to read, but rather of reading to learn, in all disciplines.…
Descriptors: Reading Instruction, Teaching Methods, Mild Intellectual Disability, Intervention
Archambault, Catherine; Mercer, Sterett H.; Cheng, Michèle P.; Saqui, Sonja – Canadian Journal of School Psychology, 2019
Research on the development of reading skills in bilingual students suggests that reading skills develop interdependently across languages. The current study examined the effects of a French reading fluency intervention on the French and English reading skills of three Grade 3 students attending a French immersion program using a concurrent…
Descriptors: Reading Fluency, Immersion Programs, French, English (Second Language)
Johnston, Lauren E.; Mercer, Sterett H.; Geres-Smith, Rhonda – Canadian Journal of School Psychology, 2018
The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…
Descriptors: Vocabulary Development, English (Second Language), Second Language Learning, Second Language Instruction
Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina – Scientific Studies of Reading, 2018
We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or…
Descriptors: Reading Instruction, Intervention, Graphemes, At Risk Students
Jones, Giavana; Ostojic, Dragana; Menard, Jessica; Picard, Erin; Miller, Carlin J. – Journal of Educational Research, 2017
Reading is typically considered a survival skill in our technology- and literacy-bound culture. Individuals who struggle with learning to read are at significantly elevated risk for a number of negative outcomes, including school failure, under- and unemployment, and special education placement. Thus, those who do not learn to read fluently will…
Descriptors: Elementary School Students, Grade 3, Reading Failure, Reading Programs
Traylor, Tera B.; Price, Katherine W.; Meisinger, Elizabeth B. – Canadian Journal of School Psychology, 2011
The Test of Silent Contextual Reading Fluency (TOSCRF; Hammill, Wiederholt, & Allen, 2006), as its name implies, is designed to measure contextualized silent reading fluency in students aged 7 to 18. Its purposes are to identify good and poor readers, to measure contextual fluency, and to monitor reading development. The TOSCRF measures how…
Descriptors: Reading Comprehension, Intervention, Silent Reading, Reading Fluency
Download full textPagan, Stephanie; Sénéchal, Monique – Canadian Journal of Education, 2014
In this research, parents and children participated in a comprehensive book reading intervention designed to improve children's literacy. Over eight weeks during the summer, children in the intervention condition were encouraged to read one book weekly and parents were trained to foster reading comprehension. Forty-eight Grades 3 and 5 children…
Descriptors: Summer Programs, Reading Programs, Intervention, Literacy Education
Savage, Robert S.; Abrami, Philip; Hipps, Geoffrey; Deault, Louise – Journal of Educational Psychology, 2009
This study reports a randomized controlled trial evaluation of a computer-based balanced literacy intervention, ABRACADABRA (http://grover.concordia.ca/abra/version1/abracadabra.html). Children (N = 144) in Grade 1 were exposed either to computer activities for word analysis, text comprehension, and fluency, alongside shared stories (experimental…
Descriptors: Reading Comprehension, Listening Comprehension, Intervention, Reading Fluency
What Works Clearinghouse, 2007
"Kaplan SpellRead" (formerly known as "SpellRead Phonological Auditory Training"[R]) is a literacy program for struggling readers in grades 2 or above, including special education students, English language learners, and students more than two years below grade level in reading. "Kaplan SpellRead" integrates the…
Descriptors: Literacy Education, Reading Programs, Reading Instruction, Reading Fluency
