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Thesis (M Speech Path)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This study investigated the effect of two shared-reading intervention programmes on the narratives of 87 Afrikaans-speaking Grade R learners from low income families. Intervention Programme I involved an interactive style where participants were encouraged to engage spontaneously in conversations about the characters’ intentions and goals, to make inferences and to ask questions. Intervention Programme II focused on observable entities and the content of the storybooks. Participants’ narratives were compared before and after intervention in terms of productivity, content and structure. Results indicated that (i) both methods of shared-reading improved the participants’ narratives in terms of productivity, number of different words, and the efficiency of references; (ii) only Intervention Programme I improved the participants’ narratives in terms of the percentage meta-verbs, number of key elements and Goal-Attempt-Outcome sequences included. Clinical implications and recommendations for future research are discussed. / AFRIKAANSE OPSOMMING: Hierdie studie het die effek van twee gedeelde-leesintervensieprogramme op die narratiewe van 87 Afrikaanssprekende Graad R-leerders vanuit lae-inkomstegesinne ondersoek. Intervensieprogram I het ‘n interaktiewe styl behels, waartydens deelnemers aangemoedig is om spontaan aan gesprekke deel te neem oor die karakters se motiverings en doelwitte, afleidings oor die stories te maak en vrae te vra. Intervensieprogram II het op die waarneembare feite en inhoud van die storieboeke gefokus. Deelnemers se narratiewe is voor en na afloop van die intervensie ten opsigte van produktiwiteit, inhoud en struktuur vergelyk. Resultate het aangedui dat (i) beide metodes van gedeelde-lees die deelnemers se narratiewe ten opsigte van produktiwiteit, totale aantal verskillende woorde, en doeltreffendheid van verwysings verbeter het; (ii) slegs Intervensieprogram I daarin geslaag het om deelnemers se insluiting van die persentasie meta-werkwoorde, aantal sleutelelemente en Doel-Poging-Uitkomsreekse in hul narratiewe te verbeter. Kliniese implikasies en aanbevelings vir toekomstige navorsing word bespreek.

This qualitative phenomenological study explored the perceptions and experiences of the middle school students who participated in learning center support as elementary students in independent schools. There were 16 participants from three sites included in the study: six students, seven parents, and three learning specialists. The research questions guiding this study included: (1) What are the perspectives of students on the impact of the learning center experience in regard to reading development? (2) How does the child's discernment of how he or she is perceived academically by his or her reading teacher contribute to/hinder the process of learning to read? (3) How does a child's sensitivity to being identified as needing extra support in learning to read affect/support the experience? (4) What do students, parents, and teachers think about learning centers? (5) How do children perceive reading teacher effectiveness and successful reading instruction? (6) How does a child's perception of a model of reading intervention inform the planning of teachers, interventionists, and reading specialists? (7) What do students think about the activities they participate during learning center time? Literature reviewed for the study included the existence of the reading problem in the United States, models of reading intervention, strategies shown to accelerate reading growth, teacher knowledge, and student perspectives. Data was collected in the form of interviews and observations, and was reviewed in consideration of narrative inquiry, typological analysis, and polyvocal analysis. All participant responses were considered across cases with specific attention given to the guiding research questions. The six students interviewed believed that their participation in the learning center helped them in some way. Some of them were able to verbalize what was helpful, while others provided few details. Nonetheless, the student participants offered specific recommendations on how to improve the learning center structure. Parent interviews shored up varying perspectives and recommendations for ways that the structure of the learning center should remain the same and also how it should change. Finally, learning specialists shared their views and experiences and added a richer understanding to the study in general. Three major themes emerged from the data. First, that students and parents attach a stigma to resource support. Second, that students and parents feel like they had to give something up because of their participation in the learning center. And third, methodological issues on the structure of the interviews were raised. Findings and current research were connected, and considerations for future research were made.

In support of educational equity, the White Paper 6 (Department of Education, 2001) states that every learner in South Africa has the right to pursue their learning potential to the best of their ability. The South African Schools Act of 1996 states that a school’s language policy may not exclude learners from different backgrounds. As a result, many English second language (L2) learners struggle to understand the learning material and perform poorly academically. Poor literacy and reading skills have been identified in the literature (for example Pretorius, 2005) as a significant cause for poor academic performance. In an endeavour to work within the Outcomes Based Education (OBE) system, teachers are increasingly seeking ways to improve group learning. These factors motivated the present study and a paired reading intervention was selected and administered to Grade 9 English second language learners. Volunteer participants consisted of an Experimental Group (n 53) and a Comparison Group (n 53). Each group was divided into strong (mentor) and weak (mentee) readers. Pre-tests and post-tests were conducted regarding the Experimental and Comparison Group’s scores on the Vocabulary and Comprehension subtests of the Stanford Reading Diagnostic Test (SDRT): Brown Level and the Academic Performance of both groups were recorded at pre and post-test phases. After an 11 week intervention programme a statistical analysis of the results was conducted. The overall means for the groups were analysed using t-tests to establish any significant differences between the pre-test and post-test results. An Analysis of Covariance (ANCOVA) was also conducted to determine whether any significant differences existed between the Experimental and Comparison Group. A null hypothesis was supported. It would appear that the whole-hearted commitment and participation of all role-players is essential for the effective implementation of a peer reading intervention at a school.

Thesis advisor: David Scanlon / Changes in policy and practice that originated with the 2004 Reauthorization of the Individuals with Disabilities Education Act ([IDEA], US Department of Education) created systems that exposed students to earlier and more consistent research-based intervention (Fuchs & Vaughn, 2012) thereby reducing the rate and increasing the mean age of students diagnosed with learning disabilities. Despite these documented positive outcomes, research has identified 2 -5 % of students who continue to demonstrate an “inadequate response” to evidence-based instruction that has been largely effective for their peers (Greulich et al., 2014). Little research has traced the educational histories of “inadequate responders,” and no known case studies have included children’s perspectives together with those of their parents and teachers. There is also a dearth of special education literature that is situated in private, faith-based schools where students function without all of the protections and structures of IDEA (Russo et. al., 2011; Scanlan, 2009a). This dissertation was an exploratory, comparative case study (Yin, 2014) of three third grade boys who were identified by their Catholic school staff as having demonstrated an inadequate response to intervention in reading. Each student was observed in a combination of his general education classroom and reading intervention periods, and interviews were conducted with the students and their parents and teachers. The learners’ Individualized Education Programs (IEPs), test reports, and cumulative records were also analyzed. Findings indicated that the students’ identification as inadequate responders did not accurately reflect their early reading experiences in which their instruction did not align with evidenced-based practices for students with learning disabilities (Ehri, Nunes, Stahl, & Willows, 2001). The students shared the deep emotional impact of past school-related events, and demonstrated patterns of sadness, anxiety, and avoidance during reading instruction. Parents and educators expressed their dedication to the students’ achievement as well as their frustration with the lack of comprehensive on-site academic systems of support within the boys’ schools. Implications for creating evidenced-based systems of intervention that honor and take into account the strengths and emotional-needs of students struggling to read are discussed. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

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Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (Denton et al., 2004; 2004; Hawkins et al., 2011; Malloy et al., 2006; Tam et al., 2006; Valleley & Shriver, 2003). Repeated reading been shown to increase students' reading fluency and in turn their comprehension, and vocabulary instruction is considered an essential component of instruction for ELLs. The main purpose of this study was to extend the literature and investigate two components of reading intervention for adolescent ELLs with reading difficulties: fluency instruction and vocabulary instruction. Specifically the study examined the following research questions: (1) What is the impact of a repeated reading intervention on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? (2) What are the additive effects of vocabulary instruction, in conjunction with the repeated reading intervention, on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? Summary of Study Design and Findings A single case ABCBC multi-treatment design was used to investigate effects of repeated reading over no intervention (baseline) and the additive effects of vocabulary instruction for three adolescent ELLs with reading disabilities. The repeated reading intervention phases consisted of adult modeling, error correction, feedback, and practice reading expository passages. The repeated reading + vocabulary instruction phases added direct instruction of six vocabulary words found in the passage. Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.

Reading fluency bridges the concepts of word recognition and reading comprehension, both of which are vital skills needed to become a successful reader. This study evaluated the impact of video self-modeling (VSM) on oral reading fluency in four upper elementary students at-risk for failing in reading. A multiple-baseline design across participants was used to evaluate the outcomes of the VSM intervention. The results indicate that VSM may have a positive impact on reading fluency of students at-risk for reading failure; the use of VSM was positively associated with increases in reading fluency in three of the four participants. The participant for whom VSM alone did not result in substantial reading gains needed an additional repeated reading intervention to improve fluency. Generalization occurred for all participants and some evidence of maintenance was noted in three participants. Social validity surveys indicated high acceptability of the VSM intervention by study participants.

The purpose of this study was to develop a case study to understand the processes and outcomes of reading intervention as conducted in the specific context of a large school district in north Texas. In particular, the study examined how students were identified as needing reading intervention and their subsequent success on measures of reading achievement over a period of three years in comparison with students who were not identified for reading intervention. This study employed a sequential mixed methods design in which the collection and analysis of quantitative data preceded qualitative data collection and analysis. Interview data were collected to illuminate the processes and challenges of conducting reading intervention in the classroom setting. The findings determined that the district is successful in its aims related to reading achievement on standardized measures of reading in grades three, four, and five despite a lack of evidence that success could be contributed solely to the provision of reading intervention. Three findings emerged: 1) students were served with a combination of services determined by each campus in the study, 2) teachers' provision of reading instruction did not align with district recommendations, and 3) students identified for reading intervention and served with either of the intervention programs were successful on measures of reading achievement but did not attain similar levels of achievement as non-identified peers. / text

First, this study was conducted to determine the effects of MVRC on the spelling development of second-graders. Second, this study sought to determine if spelling trajectories vary by gender, English Language Learner (ELL) enrollment and/or Special Education (SPED) enrollment. Lastly, students' spelling tests were evaluated with two different spelling scoring methods: traditional standardized scoring, correct and incorrect, and Curriculum-Based Measurement-spelling (CBM), correct letter sequences, to determine which method was more sensitive to growth from pre-test to post-test. Students were pre-tested and post-tested with two measures from the Woodcock-Johnson IV Achievement, Test 3: Spelling and Test 16: Spelling of Sounds. Participants included 159 students, 83 students were enrolled in the experimental condition and 76 students were enrolled in the comparison condition. Using a multilevel model for repeated measures, the researcher estimated the between group-model analyses for Test 3: Spelling and Test 16: Spelling. Students who participated in the experimental condition, receiving MVRC, had significantly different spelling scores than their peers in the comparison group. For Test 3: Spelling, the experimental group increased on average by 1.786 words compared to the comparison group. For Test 16: Spelling of Sounds, the experimental group increased on average by 1.741 words compared to the comparison group. Student spelling trajectories did vary by gender, ELL enrollment, and SPED enrollment. However, these differences were not found to be significant. Neither traditional scoring norCBM-spelling scoring was found to be the more sensitive scoring method for growth for both tests. Instead, CBM-spelling was more sensitive for Test 3: Spelling, while traditional scoring was more sensitive for Test 16: Spelling of Sounds.