This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) to students in Grades 4 through 12, recognizing that many of the ...same questions about the effectiveness of reading interventions with younger students are important to address with older students, including (a) how effective are extensive interventions in improving reading outcomes for older students with reading difficulties or disabilities and (b) what features of extensive interventions (e.g., group size, duration, grade level) are associated with improved outcomes. Nineteen studies were synthesized. Ten studies met criteria for a meta-analysis, reporting on 22 distinct treatment/comparison differences. Mean effect sizes ranged from 0.10 to 0.16 for comprehension, word reading, word reading fluency, reading fluency, and spelling outcomes. No significant differences in student outcomes were noted among studies related to instructional group size, relative number of hours of intervention, or grade level of intervention.
In a recent sale catalog, one bookseller apologized for the condition of a sixteenth-century volume as "rather soiled by use." When the book was displayed the next year, the exhibition catalogue ...described it as "well and piously used with marginal notations in an Elizabethan hand that bring to life an early and earnest owner"; and the book's buyer, for his part, considered it to be "enlivened by the marginal notes and comments." For this collector, as for an increasing number of cultural historians and historians of the book, a marked-up copy was more interesting than one in pristine condition. William H. Sherman recovers a culture that took the phrase "mark my words" quite literally. Books from the first two centuries of printing are full of marginalia and other signs of engagement and use, such as customized bindings, traces of food and drink, penmanship exercises, and doodles. These marks offer a vast archive of information about the lives of books and their place in the lives of their readers. Based on a survey of thousands of early printed books,Used Booksdescribes what readers wrote in and around their books and what we can learn from these marks by using the tools of archaeologists as well as historians and literary critics. The chapters address the place of book-marking in schools and churches, the use of the "manicule" (the ubiquitous hand-with-pointing-finger symbol), the role played by women in information management, the extraordinary commonplace book used for nearly sixty years by Renaissance England's greatest lawyer-statesman, and the attitudes toward annotated books among collectors and librarians from the Middle Ages to the present. This wide-ranging, learned, and often surprising book will make the marks of Renaissance readers more visible and legible to scholars, collectors, and bibliophiles.
In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten ...and 1st grade. "Frequency" refers to the number of shared reading sessions conducted each week as measured by teachers' written reading logs recorded across the academic year. "Features" refers to teachers' extratextual talk about literal, inferential, or print or phonological topics as assessed by analysis of 6 videotaped readings of narrative and informational texts collected across the preschool year. Participants were 28 preschool teachers and 178 children. The children were largely at risk and randomly selected from among those in each classroom to complete longitudinal assessments. In preschool, results showed that the frequency of classroom shared reading was positively and significantly related to children's receptive vocabulary growth, as was the inclusion of extratextual conversations around the text; only extratextual conversations related to children's preschool literacy growth. There was no evidence of differential influences of these experiences for children; that is, the relationship between frequency or features and children's language and literacy development was not moderated by children's initial skill level. Longitudinally, extratextual talk during preschool shared reading remained associated with children's vocabulary skills through kindergarten, with trends toward significance extending to 1st grade literacy skills. The frequency of preschool shared reading was not a significant predictor of longitudinal outcomes.
This study followed the development of reading speed, reading accuracy, and spelling in transparent Finnish orthography in children through Grades 2, 3, and 8. We compared 2 groups of children with ...familial risk for dyslexia-1 group with dyslexia (Dys_FR, n = 35) and 1 group without (NoDys_FR, n = 66) in Grade 2-with a group of children without familial risk for dyslexia (controls, n = 72). The Dys_FR group showed persistent deficiency, especially in reading speed, and, to a minor extent, in reading and spelling accuracy. The Dys_FR children, contrary to the other 2 groups, relied heavily on letter-by-letter decoding in Grades 2 and 3. In children not fulfilling the criteria for dyslexia in Grade 2, the familial risk did not substantially affect the subsequent development of literacy skills.
In "Why Do I Have to Read This?" Cris Tovani shares her best secrets, lessons learned from big fails, and her most effective literacy and planning strategies that hook these hard to get learners. You ...will meet many of Cris's students inside this book. As she describes some of her favorites, you may even recognize a few of your own. You will laugh at her stories and take comfort in her easily adaptable strategies that help students remove their masks of disengagement. Cris shows teachers how to plan by anticipating students' needs. Her Curriculum You Anticipate structures of Topic, Task, Targets, Text, Tend to me, and Time will literally help you anticipate your curriculum. Inside "Why Do I Have to Read This?" readers will find: (1) literacy strategies for all content areas that support and engage a wide range of learners so they can read and write a variety of complex text; (2) reference charts packed with small bites of instructional shifts that coaches and teachers can use to quickly adjust instruction to re-engage students; (3) planning strategies that show teachers how to connect day-to-day instruction so that no day lives in isolation; and (4) versatile thinksheets that are reproducible and adaptable to different grade levels, content areas, and disciplines. Above all, Cris gives teachers energy to get back into the classroom and face students who wear masks of disengagement. She reminds us of the importance of connecting students to compelling topics, rich text, useful targets, and worthy tasks. She reminds us of the importance of tending to students' basic needs and helps us consider how to best structure instructional time. After reading this book, teachers will have new ways to connect with students in a deep, authentic way. Written in a humorous, compassionate, and wise voice, "Why Do I Have to Read This?" will provide answers to the pressing questions we have when we try to teach and reach all of our students.
The Bloomsbury Handbook of Reading Perspectives and Practices focuses on the experiences of reading from a young age to maturity and the different ways reading is encountered, in other words the ...processes involved as well as the outcomes. The international group of experts, both within teaching and academia, focus on reading in school: how is it taught? What is taught? How is it assessed? Controversial issues are explored: the acquisition of phonics; teaching the canon, including or ignoring digital texts; the advent of standards-based tests. The contributions also consider people’s biographies of reading, their memories of reading in class and their current views on literature. Together, this well-edited volume provides a more complete view of reading than is currently on offer, exploring all aspects of what it means to be literate and how we define being literate.
To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions ...(MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students’ baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-grade students with reading difficulties (N = 128) were analyzed. Results demonstrate that baseline word reading was a significant predictor of students’ end-of-year reading comprehension performance. Treatment group students who had lower baseline word reading compared with those students with comparatively higher word reading scores performed significantly lower on posttest reading comprehension. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader needs.
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn School Psychology Review, 36, 541–561, 2007; Wanzek et al. Review of Educational Research, ...83, 163–195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students' foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES=0.54), (2) not-standardized foundational skill measures (mean ES=0.62), (3) standardized language/comprehension measures (mean ES= 0.36), and (4) not-standardized language/comprehension measures (mean ES=1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.
Background
Data‐driven investigations of how students transit pages in digital reading tasks and how much time they spend on each transition allow mapping sequences of navigation behaviours into ...students' navigation reading strategies.
Objectives
The purpose of this study is threefold: (1) to identify students' navigation patterns in multiple‐source reading tasks using a sequence clustering approach; (2) to examine how students' navigation patterns are associated with their reading performance and socio‐demographic characteristics; (3) to showcase how the navigation sequences could be clustered on the similarity measure by dynamic time warping (DTW) methods.
Methods
This study draws on process data from a sample of 16,957 students from 69 countries participating in the PISA 2018 study to identify how students navigate through a multiple‐source reading item. Students' navigation sequences were characterized by two indicators: the page sequence that tracks the page transition path and the time sequence that records the time duration on each visited page. K‐medoid partitioning clustering analyses were conducted on pairwise distance similarity measures computed by the DTW method.
Results and conclusions
Students' navigation patterns were found moderately associated with their reading proficiency levels. Students who visited all the pages and spent more time reading without rush transitions obtained the highest reading scores. Girls were more likely to achieve higher scores than boys when longer navigation sequences were used with shorter reading time on transited pages. Students who navigated only limited pages and spent shorter reading time were averagely at the lowest rank of socio‐economic status.
Implications
This study provides evidence for the exploration of students' navigation patterns and the examination of associations between navigation patterns and reading scores with the use of process data.
Lay Description
This study identifies students' navigation patterns in multiple‐source reading tasks by using sequence clustering method.
The pairwise distance similarity between navigation sequences is measured by dynamic time warping method.
Students' navigation patterns are found moderately associated with their reading performance.
Girls are more likely to achieve higher reading scores than boys when longer navigation sequences with revisit patterns were used with shorter reading time.
Early Readerspresents a number of innovative ways through which we might capture or infer traces of readers in cultures where most evidence has been lost.
PDF
