Ameliorating Reading Disabilities Early: Examining an Effective Encoding and Decoding Prevention Instruction Model
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| Title: | Ameliorating Reading Disabilities Early: Examining an Effective Encoding and Decoding Prevention Instruction Model |
|---|---|
| Language: | English |
| Authors: | Weiser, Beverly L. |
| Source: | Learning Disability Quarterly. Aug 2013 36(3):161-177. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2013 |
| Document Type: | Reports - Research Journal Articles |
| Education Level: | Elementary Education Grade 1 |
| Descriptors: | Pretests Posttests, Measures (Individuals), Reading Comprehension, Progress Monitoring, Student Evaluation, Observation, Statistical Analysis, Regression (Statistics), Urban Areas, Urban Schools, Reading Instruction, Reading Difficulties, At Risk Students, Hierarchical Linear Modeling, Reading Failure, Teaching Methods, Time on Task, Elementary School Students, Elementary School Teachers, Reading Teachers, Decoding (Reading), Phoneme Grapheme Correspondence, Models, Prevention |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | Woodcock Johnson Tests of Achievement |
| DOI: | 10.1177/0731948712450017 |
| ISSN: | 0731-9487 |
| Abstract: | The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading disabilities. Using cross-classified hierarchical linear modeling, variance in students' posttest scores could adequately be explained by students' initial encoding and decoding abilities, classroom and intervention encoding instruction time, and the number of supplemental integrated encoding and decoding intervention lessons received. Results indicated that integrating encoding and decoding instruction in first-grade classrooms, as well as supplemental intervention programs, may be the missing link to decreasing and possibly preventing future reading failure for students previously at risk for reading disabilities. (Contains 4 notes, 1 figure, and 4 tables.) |
| Abstractor: | As Provided |
| Number of References: | 33 |
| Entry Date: | 2014 |
| Accession Number: | EJ1015359 |
| Database: | ERIC |
Nájsť tento článok vo Web of Science | Abstract: | The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading disabilities. Using cross-classified hierarchical linear modeling, variance in students' posttest scores could adequately be explained by students' initial encoding and decoding abilities, classroom and intervention encoding instruction time, and the number of supplemental integrated encoding and decoding intervention lessons received. Results indicated that integrating encoding and decoding instruction in first-grade classrooms, as well as supplemental intervention programs, may be the missing link to decreasing and possibly preventing future reading failure for students previously at risk for reading disabilities. (Contains 4 notes, 1 figure, and 4 tables.) |
|---|---|
| ISSN: | 0731-9487 |
| DOI: | 10.1177/0731948712450017 |