TY - JOUR
T1 - Early reading instruction for children with reading difficulties
T2 - Meeting the needs of diverse learners
AU - Jitendra, Asha K.
AU - Edwards, Lana L.
AU - Starosta, Kristin
AU - Sacks, Gabriell
AU - Jacobson, Lisa A.
AU - Choutka, Claire M.
PY - 2004/1/1
Y1 - 2004/1/1
N2 - Several multiple-probe-across-participants design studies were employed to evaluate the effectiveness of a supplemental tutoring intervention using Read Well (Sprick, Howard, & Fidanque, 1998-2000). In Year 1, we conducted two studies with 7 first-, second-, and third-grade children (1 girl and 6 boys), who were classified as having learning disabilities, having attention-deficit disorder, or being English language learners and were identified by their teachers as poor readers. The results of the two studies indicated that 3 of the 5 children who received Read Well instruction showed improvement in passage fluency. Student performance on other measures of reading and comprehension was varied. Differences in student characteristics and in the amount of Read Well instruction received (2 to 7 weeks) seemed to account for the differences in performance. In Year 2, we implemented the same tutoring intervention for a longer duration (up to 16 weeks) and included 5 children in second and third grades (2 girls and 3 boys) with reading difficulties. Two of these children had previously participated in the Year 1 studies. The results indicated growth in reading, spelling, and comprehension for most children. Overall, the findings from Year 1 and 2 studies indicate the benefits of increased instructional intensity and duration for children who struggle with emerging reading skills.
AB - Several multiple-probe-across-participants design studies were employed to evaluate the effectiveness of a supplemental tutoring intervention using Read Well (Sprick, Howard, & Fidanque, 1998-2000). In Year 1, we conducted two studies with 7 first-, second-, and third-grade children (1 girl and 6 boys), who were classified as having learning disabilities, having attention-deficit disorder, or being English language learners and were identified by their teachers as poor readers. The results of the two studies indicated that 3 of the 5 children who received Read Well instruction showed improvement in passage fluency. Student performance on other measures of reading and comprehension was varied. Differences in student characteristics and in the amount of Read Well instruction received (2 to 7 weeks) seemed to account for the differences in performance. In Year 2, we implemented the same tutoring intervention for a longer duration (up to 16 weeks) and included 5 children in second and third grades (2 girls and 3 boys) with reading difficulties. Two of these children had previously participated in the Year 1 studies. The results indicated growth in reading, spelling, and comprehension for most children. Overall, the findings from Year 1 and 2 studies indicate the benefits of increased instructional intensity and duration for children who struggle with emerging reading skills.
UR - http://www.scopus.com/inward/record.url?scp=4544255661&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=4544255661&partnerID=8YFLogxK
U2 - 10.1177/00222194040370050501
DO - 10.1177/00222194040370050501
M3 - Article
C2 - 15460349
AN - SCOPUS:4544255661
SN - 0022-2194
VL - 37
SP - 421
EP - 439
JO - Journal of learning disabilities
JF - Journal of learning disabilities
IS - 5
ER -