Journal articles: 'Adolescent reading instruction'

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Wilson, Joshua A., Michael Faggella-Luby, and Yan Wei. "Planning for Adolescent Tier 3 Reading Instruction." TEACHING Exceptional Children 46, no. 1 (September 2013): 26–34. http://dx.doi.org/10.1177/004005991304600104.

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Alvermann, Donna E. "Effective Literacy Instruction for Adolescents." Journal of Literacy Research 34, no. 2 (June 2002): 189–208. http://dx.doi.org/10.1207/s15548430jlr3402_4.

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This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high school level. It is a slightly revised version of a position paper that the Board of Directors of the National Reading Conference (NRC) commissioned this past year to underscore the need to continue literacy instruction beyond the elementary grades. Posted originally to NRC's web page ( http://nrc.oakland.edu ), the paper argues that adolescent literacy instruction, if it is to be effective, must address issues of self-efficacy and student engagement with a variety of texts (e.g., textbooks, hypermedia texts, digital texts) in diverse settings. It must also attend to the literacy demands of subject area classes, to struggling readers, to issues of critical literacy, and to participatory instructional approaches that actively engage adolescents in their own learning.

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Greenleaf, Cynthia, Ruth Schoenbach, Christine Cziko, and Faye Mueller. "Apprenticing Adolescent Readers to Academic Literacy." Harvard Educational Review 71, no. 1 (April 1, 2001): 79–130. http://dx.doi.org/10.17763/haer.71.1.q811712577334038.

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Throughout the United States, concern is growing among educators about the numbers of students in secondary schools who do not read well. In response, committed and well-meaning educators are increasingly advocating remedial reading courses for struggling adolescent readers. In this article, Cynthia Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye Mueller offer an alternative vision to remedial reading instruction. The authors describe an instructional framework — Reading Apprenticeship — that is based on a socially and cognitively complex conception of literacy, and examine an Academic Literacy course based on this framework. Through case studies of student reading and analyses of student survey and test score data, they demonstrate that academically underperforming students became more strategic, confident, and knowledgeable readers in the Academic Literacy course. Students in Academic Literacy gained on average what is normally two years of reading growth within one academic year on a standardized test of reading comprehension. Student reflections, interviews, and pre-post surveys from Academic Literacy revealed students' new conceptions of reading for understanding, their growing interest in reading books and favorite authors, their increasing repertoires of strategies for approaching academic reading, and their emerging confidence in themselves as readers and thinkers. They argue for investing resources and effort into demystifying academic reading for their students through ongoing, collaborative inquiry into reading and texts, while providing students with protected time for reading and access to a variety of attractive texts linked to their curriculum. This approach can move students beyond the "literacy ceiling" to increased understanding, motivation, opportunity, and agency as readers and learners. These findings challenge the current policy push for remedial reading programs for poor readers, and invite further research into what factors create successful reading instruction programs for secondary school students.

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CONLEY, MARK. "Cognitive Strategy Instruction for Adolescents: What We Know about the Promise, What We Don't Know about the Potential." Harvard Educational Review 78, no. 1 (April 1, 2008): 84–106. http://dx.doi.org/10.17763/haer.78.1.j612282134673638.

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"Strategy instruction" is quickly becoming one of the most common — and perhaps the most commonly misunderstood — components of adolescent literacy research and practice. In this essay, veteran teacher educator Mark Conley argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents' reading, writing, and thinking across content areas. However, he further suggests that we do not yet have the research needed to adequately understand and maximize the potential of cognitive strategy instruction in secondary content-area classrooms. After situating cognitive strategy instruction in the larger context of research on adolescent literacy and school-to-work transitions, Conley provides classroom examples of cognitive strategy instruction, demonstrates the need for meaningful integration of cognitive strategies in teacher education, and recommends specific directions for future research needed to understand and maximize the benefits of cognitive strategy instruction for adolescents.

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JACOBS, VICKI. "Adolescent Literacy: Putting the Crisis in Context." Harvard Educational Review 78, no. 1 (April 1, 2008): 7–39. http://dx.doi.org/10.17763/haer.78.1.c577751kq7803857.

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In this article, Vicki Jacobs argues that as the nation strives to improve the literacy achievement of U.S. adolescents, educators must reframe the current "crisis" as a critical point on a continuum of historical efforts to address the particular challenges of postprimary-grade reading. Specifically, Jacobs examines the definition of adolescent literacy in the context of reading stages, which explain the contiguous and continuous relationship between primary-grade and later reading. She also discusses how historical relationships between skill and process instruction and between reading specialists and content-area faculty have contributed to the issues we face at this particular point on the continuum. Jacobs concludes by highlighting the opportunities ahead for researchers, policymakers, and practitioners who are positioned to respond to the adolescent literacy crisis and improve adolescent literacy achievement.

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Lupo, Sarah, Bong Gee Jang, and Michael McKenna. "The Relationship Between Reading Achievement and Attitudes Toward Print and Digital Texts in Adolescent Readers." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 13, 2017): 264–78. http://dx.doi.org/10.1177/2381336917719254.

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This study examined the relationship between adolescents’ reading attitudes and comprehension to better understand the interplay between affective and cognitive factors for students with varying reading abilities. A comprehension proficiency assessment and the Survey of Adolescent Reading Attitudes were administered to 202 ninth graders. Findings indicated moderate correlations between reading achievement and recreational print reading attitudes. Small correlations were found between both academic print and digital text attitudes and reading achievement. No correlations were found between recreational digital text attitudes and achievement, although students demonstrated the most positive attitudes toward recreational digital texts. Students who read on or above grade level demonstrated better attitudes toward recreational print, academic print, and academic digital texts than students who read below grade level. Implications for instruction and future research are discussed, including the need for further exploration of the association between reading achievement and incorporating pleasure reading into the English curriculum. Additionally, given the positive attitudes displayed by both on/above grade-level readers and below grade-level readers toward recreational digital texts, implications of the social nature of reading instruction are discussed.

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McNamara, Danielle S., Tenaha P. O'Reilly, Rachel M. Best, and Yasuhiro Ozuru. "Improving Adolescent Students' Reading Comprehension with Istart." Journal of Educational Computing Research 34, no. 2 (March 2006): 147–71. http://dx.doi.org/10.2190/1ru5-hdtj-a5c8-jvwe.

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This study examines the benefits of reading strategy training on adolescent readers' comprehension of science text. Training was provided via an automated reading strategy trainer called the Interactive Strategy Trainer for Active Reading and Thinking (iSTART), which is an interactive reading strategy trainer that utilizes animated agents to provide reading strategy instruction. Half of the participants were provided with iSTART while the others (control) were given a brief demonstration of how to self-explain text. All of the students then self-explained a text about heart disease and answered text-based and bridging-inference questions. Both iSTART training and prior knowledge of reading strategies significantly contributed to the quality of self-explanations and comprehension. Adolescents with less prior knowledge about reading strategies performed significantly better on text-based questions if they received iSTART training. Conversely, for high-strategy knowledge students, iSTART improved comprehension for bridging–inference questions. Thus, students benefitted from training regardless of their prior knowledge of strategies, but these benefits translated into different comprehension gains.

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Neugebauer, Sabina Rak. "Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument." Assessment for Effective Intervention 42, no. 3 (September 5, 2016): 131–49. http://dx.doi.org/10.1177/1534508416666067.

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While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing measures, social aspects of literacy events, and teacher-rated content-area reading performance were explored to examine the validity and utility of this measure for classroom practice. Educational implications include the potential for teachers to adapt instruction based on students’ content-area-specific reading motivations.

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Davis, Marcia H., James M. McPartland, Charlene Pryseski, and Elizabeth Kim. "The effects of coaching on English teachers’ reading instruction practices and adolescent students’ reading comprehension." Literacy Research and Instruction 57, no. 3 (April 4, 2018): 255–75. http://dx.doi.org/10.1080/19388071.2018.1453897.

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Williams, Kelly J., and Leticia R. Martinez. "Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities." Intervention in School and Clinic 55, no. 1 (March 22, 2019): 23–31. http://dx.doi.org/10.1177/1053451219833019.

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Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these challenges, this article provides research-based practices to improve the language and literacy skills of these students through explicit instruction on word reading and academic vocabulary.

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Shih, Ying-Chun, and Barry Lee Reynolds. "The effects of integrating goal setting and reading strategy instruction on English reading proficiency and learning motivation: A quasi-experimental study." Applied Linguistics Review 9, no. 1 (March 26, 2018): 35–62. http://dx.doi.org/10.1515/applirev-2016-1022.

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AbstractAn English as a Foreign Language (EFL) reading class was transformed by integrating goal setting with reading strategy instruction for one academic year. This intervention class was compared to a traditionally taught class to determine whether any differences in terms of motivation towards learning English and reading proficiency would be found. The goals set by the intervention class were analyzed to determine (1) whether they were met and (2) what actions were performed to reach those goals. In addition, it was further investigated whether adolescent Taiwanese students are willing to be taught English reading using an approach incorporating goal setting and reading strategy instruction. Results indicate that goal setting integrated reading strategy instruction seems to be more effective in increasing reading proficiency and learner motivation than the traditional approach as well as encouraging learner autonomy and self-efficacy. Analysis of the actions performed by the intervention group to meet goals revealed two sub-groups of learners: static action students and dynamic action students. Data analysis further indicated the actions performed by dynamic action students consisted of more diverse and concrete learning strategies whereas static action students performed mostly classroom-centered review. Pedagogical implications of the results and future research directions are discussed.

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Choi, Sook Ki. "A Study on Online Reading Comprehension Instruction Program Development Based Korean Adolescent Readers' LESC Reading Process Model." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 8 (April 18, 2017): 437–71. http://dx.doi.org/10.22251/jlcci.2017.17.8.437.

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Moody, Stephanie, Xueyan Hu, Li-Jen Kuo, Mohammed Jouhar, Zhihong Xu, and Sungyoon Lee. "Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice." Education Sciences 8, no. 4 (October 23, 2018): 180. http://dx.doi.org/10.3390/educsci8040180.

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Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers’ performance and/or students’ achievement has not been investigated. In this content analysis, articles published in The Reading Teacher and Journal of Adolescent and Adult Literacy between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also parallel-coded our findings with a recent review of literature on vocabulary instruction by Wright and Cervetti (2017), and found that they corresponded with the original coding. Follow-up quantitative studies can use the salient theories detected in this content analysis to investigate whether knowledge of underlying theories has an impact on teachers’ performance and student vocabulary and reading comprehension achievement.

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Draper, Roni Jo. "Every Teacher a Literacy Teacher? An Analysis of the Literacy-related Messages in Secondary Methods Textbooks." Journal of Literacy Research 34, no. 3 (September 2002): 357–84. http://dx.doi.org/10.1207/s15548430jlr3403_5.

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Every teacher a reading teacher has been the call of educators who have made their life work the promotion of reading and writing for middle and high school students (Gray, 1925; Herber, 1970; Ruddell, 1997; Vacca & Vacca, 2002). State departments of education in many states in the United States require secondary content-area teachers to complete course work in content-area reading and writing in order to obtain a teaching license (Romine, McKenna, & Robinson, 1996), seemingly to support this notion that every content-area teacher should also be a teacher of reading and writing. Although these requirements may be changing to accommodate other state requirements (Stewart & O'Brien, 2001), course work in content-area literacy remains common. Instructors with expertise in adolescent and content-area literacy have provided preservice courses to inform secondary teachers of methods to infuse literacy instruction with content instruction in ways that strengthen students' content-area learning and promote general literacy development. However, despite the slogans, the legislation, and the coursework, limited instruction in literacy occurs in secondary content-area classrooms (Eldridge & Muller, 1986, in Alvermann & Moore, 1991; Ratekin, Simpson, Alvermann, & Dishner, 1985).

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Mandak, Kelsey, Janice Light, and David McNaughton. "Video Visual Scene Displays With Dynamic Text: Effect on Single-Word Reading by an Adolescent With Cerebral Palsy." Perspectives of the ASHA Special Interest Groups 5, no. 5 (October 23, 2020): 1272–81. http://dx.doi.org/10.1044/2020_persp-20-00068.

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Purpose The purpose of this study was to investigate the effect of the Transition to Literacy (T2L) feature within video visual scene displays (VSDs) on the single-word reading of academic vocabulary concepts (i.e., weather concepts) by a preliterate adolescent with cerebral palsy and minimal speech. Method A single-subject, multiple-probe, across-word-sets design was used to evaluate the effects of the intervention. The intervention used an augmentative and alternative communication app programmed with video VSDs embedded with hot spots with the T2L feature to teach the adolescent 12 academic vocabulary words. Results The adolescent acquired all target words successfully with only minimal exposure to the written words through the app and was able to generalize her learning to two novel tasks. Using Tau-U to evaluate the size of the observed effects, there were very large effects across all word sets. Conclusions The findings from this study demonstrate the effectiveness of the T2L feature to improve single-word reading in preliterate individuals with minimal speech. The use of video VSDs and T2L technology together may offer professionals a unique way to complement current augmentative and alternative communication devices and literacy instruction for adolescents with minimal speech who are preliterate.

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Piazza, Susan V. "Searching for Culturally Responsive Formative Reading Assessments: Retellings, Comprehension Questions, and Student Interviews." Language and Literacy 14, no. 3 (November 30, 2012): 133. http://dx.doi.org/10.20360/g2w01x.

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How do formative reading assessments influence educators’ ability to assess readers’ understandings in culturally responsive ways? This study examines three formative reading assessments to explore the capacity of each measure to fairly represent readers’ understandings without being influenced negatively by social and cultural diversity. The guiding question is “How do these three formative assessments inform and support culturally responsive literacy instruction?” Participants in this study include 10 young adolescent African American male readers. Data collection and analysis took place in a Midwestern urban university in the United States and makes use of a cross case comparison format. Interviews reveal that readers are the best informants regarding their own understandings about texts. Comprehension questions and retellings reveal discrepancies across readers’ understandings. It is crucial that students are given the benefit of responsive assessments in order to accurately demonstrate academic strengths and areas of instructional need.

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Adlof, Suzanne M., Lauren S. Baron, Joanna Scoggins, Adam Kapelner, Margaret G. McKeown, Charles A. Perfetti, Elaine Miller, Jeanine Soterwood, and Yaacov Petscher. "Accelerating Adolescent Vocabulary Growth: Development of an Individualized, Web-Based, Vocabulary Instruction Program." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 579–95. http://dx.doi.org/10.1044/2019_lshss-voia-18-0143.

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Purpose Improving vocabulary knowledge is important for many adolescents, but there are few evidence-based vocabulary instruction programs available for high school students. The purpose of this article is to describe the iterative development of the DictionarySquared research platform, a web-based vocabulary program that provides individualized vocabulary instruction, and to report the results of 2 pilot studies examining the feasibility of implementation and potential effectiveness with high school students. Method We describe our theory of change and 5 phases of iterative development. In Phases 1 and 2, we evaluated the initial implementation of DictionarySquared and revised the instructional materials. In Phase 3, we conducted a feasibility study involving 169 high school students who used the program for 4 weeks. Student usage data and feedback from teachers were used to guide program revisions in Phase 4. In Phase 5, we examined potential effectiveness for 264 high school students who were assigned to use the program for 1 semester. Results Results of the Phase 3 study indicated that implementation of the program was feasible, although usage was below assigned levels. Results of the Phase 5 study indicated that the duration of active program usage significantly predicted posttest vocabulary scores on the proximal assessment after controlling for pretest standardized vocabulary scores. Analyses using propensity score matching revealed positive, but nonsignificant, gains on standardized assessments between pre- and posttests. Conclusion Together, the results of early-stage pilot studies are promising and suggest that a more rigorous test of efficacy is warranted. Successful implementation of the DictionarySquared research program, as well as lessons learned from the program development process, will expand the range of evidence-based treatment options that clinicians and educators can use to improve adolescent vocabulary and reading comprehension skills. Supplemental Material https://doi.org/10.23641/asha.9765161

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SHANAHAN, TIMOTHY, and CYNTHIA SHANAHAN. "Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy." Harvard Educational Review 78, no. 1 (April 1, 2008): 40–59. http://dx.doi.org/10.17763/haer.78.1.v62444321p602101.

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In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.

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Poch, Apryl L., and Erica S. Lembke. "Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies." Intervention in School and Clinic 54, no. 2 (April 18, 2018): 75–82. http://dx.doi.org/10.1177/1053451218765238.

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Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science).

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Elleman, Amy M., Eric L. Oslund, Natalie M. Griffin, and Katie E. Myers. "A Review of Middle School Vocabulary Interventions: Five Research-Based Recommendations for Practice." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 477–92. http://dx.doi.org/10.1044/2019_lshss-voia-18-0145.

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Purpose The purpose of this tutorial is to explain key concepts about vocabulary acquisition and instruction and to translate research from middle school vocabulary interventions into practice recommendations for practitioners. In this tutorial, we consider the relationship between vocabulary and reading comprehension, describe vocabulary acquisition including the development of semantic networks, provide a review of high-quality middle school vocabulary studies, and make recommendations for practice. Method We reviewed the experimental and quasi-experimental literature examining the impact of vocabulary instruction on the vocabulary and reading comprehension development of middle school students. We searched multiple electronic databases (e.g., PsycInfo, ERIC, Scopus, Google Scholar) using combinations of specific search terms (i.e., vocabulary, intervention, instruction, middle school, adolescent ), searched reviews of vocabulary research, and conducted bibliographic searches of included studies. We then extracted information from each included study about the intervention, participants, and outcomes. Results We identified 17 studies meeting our inclusion criteria. The majority of studies were conducted with students from low socioeconomic status backgrounds. Only 1 study focused exclusively on students with learning disabilities, language impairments, or reading disabilities, highlighting the need for more vocabulary experimental research studies with special populations of students in middle school. Conclusion After reviewing the middle school studies, we make 5 recommendations based on the literature: (a) teach vocabulary intentionally, (b) teach independent word-learning strategies (morphological analysis), (c) focus on developing semantic networks, (d) increase opportunities to use new words in discussion and writing, and (e) provide a motivating and language-rich learning environment.

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Reed, Deborah K. "The Effects of Explicit Instruction on the Reading Performance of Adolescent English Language Learners With Intellectual Disabilities." TESOL Quarterly 47, no. 4 (March 19, 2013): 743–61. http://dx.doi.org/10.1002/tesq.94.

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Garwood, Justin D. "Reader Self-Perceptions of Secondary Students With and At Risk for Emotional and Behavioral Disorders." Journal of Special Education 53, no. 4 (March 18, 2019): 206–15. http://dx.doi.org/10.1177/0022466919834338.

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Perception of one’s ability as a reader is a key construct for improving adolescent literacy outcomes, but this research has not yet been extended to students with disabilities. The current study attempted to address this research gap with a sample of 152 secondary students with and at risk for emotional and behavioral disorders (EBD). Results include a description of these students’ reader self-perceptions, a comparison to a larger sample of students without EBD, and exploration of variables associated with self-perceptions of reading ability. Demographic variables (e.g., sex, race), degree of behavior problems, and physiological states were significant predictors of self-perceptions. Discussion focuses on how practitioners can assess students’ self-perceptions to guide their instruction and on future directions for research.

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Miller, Madeline, Sidney R. Miller, John Wheeler, and Jim Selinger. "Can a Single-Classroom Treatment Approach Change Academic Performance and Behavioral Characteristics in Severely Behaviorally Disordered Adolescents: An Experimental Inquiry." Behavioral Disorders 14, no. 4 (August 1989): 215–25. http://dx.doi.org/10.1177/019874298901400404.

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This study demonstrates that the use of cognitive behavior modification components, including self-instruction and self-monitoring, led to increased academic performances. Further, the second experiment demonstrates that the academic skill improvement also led to a reduction in inappropriate classroom behaviors. The subjects were two institutionalized adolescent males with identified severe behavioral disorders. The first subject displayed academic deficits in the area of mathematics. He also demonstrated several inappropriate classroom behaviors during the performance of math tasks which included clenched fists, closed eyes, crying, refusals to work, and guttural noises. The second subject's most severe academic and behavioral problems occurred during reading. His inappropriate classroom behaviors included excessive yawning, sleeping, off-task verbalizations, rocking in his seat, and staring into space. The treatment package in each experiment was comprised of self-instructional training which focused on the academic problems. Both subjects demonstrated improved academic performances. Informal observations of Subject 1 suggested that a reduction in inappropriate behaviors coincided with the improved academic performance. Behavioral data were collected on Subject 2 and the results demonstrated that the inappropriate behaviors were reduced as academic performance increased.

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Załóg-Kociuga, Katarzyna. "The Influence of Deductive and Inductive Instruction on Adolescents’ Acquisition of English Vowels." Anglica Wratislaviensia 54 (November 15, 2016): 151–63. http://dx.doi.org/10.19195/0301-7966.54.10.

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Difficulties in mastering the pronunciation of a foreign language arise due to numerous factors, among which the differences between the learners’ L1 and L2 seem to be significant. For Polish learners of English, these differences would include considerable disparities between the two vowel systems, which is why the subject of this study are difficult English vowels. The difficulty of vocalic sounds is judged according to Prator’s 1967 Hierarchy of Difficulty. The study aims at determining whether deductive and inductive formal types of phonetic instruction have any influence on the intelligible pronunciation of the most difficult English vowels for Polish 13-year-old learners. Two groups of students were subject to an experiment in which they were taught English pronunciation for 5 weeks: the first group deductively, the second group inductively. Their pronunciation proficiency was tested before and after the teaching sessions by recording the subjects reading a text composed of words containing the tested phonemes. The comparison of the recordings revealed that while the deductive techniques did not yield any statistically significant improvement in the pronunciation of any of the tested vowels, the inductive techniques significantly improved the learners’ pronunciation of [iː], [æ] and [ǝ] in the interconsonantal context. The conclusion to be drawn is that increased aural exposure, imitation and meaning-focused practice yield better results than providing theoretical, metalinguistic information about the sounds, comparing L1 and L2 sounds and pronunciation-focused practice, at least for young adolescent learners, who may not yet be ready to comprehend abstract phonetic notions.

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Kendeou, Panayiota, Kristen L. McMaster, and Theodore J. Christ. "Reading Comprehension." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (January 13, 2016): 62–69. http://dx.doi.org/10.1177/2372732215624707.

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Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.

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Wanzek, Jeanne, Greg Roberts, Sharon Vaughn, Elizabeth Swanson, and Katherine Sargent. "Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding." Exceptional Children 85, no. 2 (September 14, 2018): 212–28. http://dx.doi.org/10.1177/0014402918783187.

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Students with disabilities are often included in general education social studies classes, but these classes can differ in the achievement level of the overall class, including wide variation in content-related background knowledge, reading achievement, or both. The purpose of this study was to examine how background knowledge and reading achievement moderate the effects of a previously validated intervention, Promoting Adolescents’ Comprehension of Text (PACT). We examined data from a prior randomized control trial of 1,487 eighth-grade students in 85 classes that were randomly assigned at the class level to receive either PACT instructional practices or typical instructional practices using the same social studies content. Results of the current study reveal no moderating effect at the class level of either initial background knowledge or reading achievement on student content knowledge acquisition or content reading comprehension outcomes. Classes with varying levels of background knowledge and reading achievement performed similarly in PACT instruction, with benefits of the PACT instruction found on content knowledge acquisition.

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Nwosu, Kingsley Chinaza, Gabriel Chidi Unachukwu, and Greg P. Hickman. "Cooperative and Teacher Directed Learning Classrooms: Places for the Development of Metacognitive Skills for Reading Proficiency." Electronic Journal of Research in Education Psychology 19, no. 53 (April 1, 2021): 19–50. http://dx.doi.org/10.25115/ejrep.v19i53.3352.

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Introduction. Persistent abysmal academic achievement among adolescents in Nigerian secondary schools has become a concern among stakeholders in the Nigerian system of education. This, over time, has been linked to poor reading culture and reading skills, worsened by unproductive instructional approaches adopted by teachers for reading proficiency. An investigation into effective instructional approaches to arm adolescents with metacognitive skills for reading proficiency becomes imperative. This study, therefore, investigated the impact of cooperative learning and teacher-directed learning approaches on secondary school students’ development of metacognitive skills for reading proficiency. Method. We adopted a quasi-experimental research design in our study. One hundred and eighteen early adolescent students were sampled from three public secondary schools in Anambra state. The instrument used in the study is an open-ended metacognitive skill for reading proficiency questionnaire (OMSRPQ). Three operations were used for the experiment: 1) task understanding, 2) strategy understanding, and 3) management of learning process. The sum of these three operations is the overall metacognitive skills of the students. Results. Our findings showed that students in cooperative integrated reading and composition (CIRC) learning approach differed significantly from those in the teacher-directed instructional (DI) approach and the control group (C1) in task understanding operation F (2, 118) = 8.783, p <.01, strategy understanding F(2,118) = 6.324, p <.01and the overall metacognitive reading skills F(2, 118) = 7.047, p < .01. No significant mean differences occurred among the groups in management of learning process skills F (2,118) = 2.949, p >.05. Adjusted omega squared (est. ω2) test showed large to moderate effect sizes in the operations that were significant. Discussion and Conclusion. We concluded that metacognitive skills for reading could be better enhanced in cooperative learning approach. Based on these findings, the researchers recommended that CIRC can be used in developing metacognitive skills needed in secondary school reading classrooms.

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Lo, Chih-Cheng, Hsifu Wen, and Yi-Shuang Lin. "The Effect of Readers Theater on EFL Seventh-Graders’ Reading and Listening Comprehension." SAGE Open 11, no. 3 (July 2021): 215824402110383. http://dx.doi.org/10.1177/21582440211038388.

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While the effect of Readers Theater (RT) on English oral reading fluency has been extensively investigated, research on the effect of RT on adolescents’ English reading and listening comprehension was scant and yielded different results. This research aimed to explore how RT instruction influenced English as a Foreign Language (EFL) students, especially adolescents, in English reading and listening comprehension. This article conducted a 10-week quasi-experimental design involving two intact classes of 68 seventh-grade students from central Taiwan. The instruments included pretests and posttests of English reading and listening comprehension and nine students were interviewed for an in-depth analysis. The results revealed that the experimental group statistically significantly outperformed the control group on reading comprehension, but not on listening comprehension. Consequently, despite the advantages of RT instruction on reading comprehension stated in the article, interaction among learners in terms of listening comprehension is needed to be emphasized in the course when adopting the RT instruction.

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Snider, Vicki E. "Reading Comprehension Performance of Adolescents Withlearning Disabilities." Learning Disability Quarterly 12, no. 2 (May 1989): 87–96. http://dx.doi.org/10.2307/1510724.

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A study was conducted to examine the effects of prior knowledge on the reading comprehension performance of students with learning disabilities. Instruction in information and vocabulary concepts was provided to 13 junior-high school students with learning disabilities who had been predetermined to lack the prior knowledge required by an experimental test of reading comprehension. The effect of prior knowledge was examined by comparing the performance of an experimental group (high prior knowledge group) to a control group (low prior knowledge group). The effect of text structure was also examined by comparing reading comprehension performance on three types of reading passages - textually explicit, textually implicit, and scriptually implicit. The results indicated that students in the experimental group increased their prior knowledge and, as a result of instruction, demonstrated superior reading comprehension performance. In addition, text structure was found to affect reading comprehension performance. When comprehension questions tapped information provided in the text, reading comprehension performance improved for all students. Educational implications of the results are discussed.

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O’Connor, Rollanda E., Kristen D. Beach, Victoria Sanchez, Kathleen M. Bocian, Sarana Roberts, and Olivia Chan. "Building Better Bridges: Teaching Adolescents Who Are Poor Readers in Eighth Grade to Comprehend History Text." Learning Disability Quarterly 40, no. 3 (April 3, 2017): 174–86. http://dx.doi.org/10.1177/0731948717698537.

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Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in eighth grade to generate main idea statements; create, compare, and contrast paragraphs; and identify cause and effect relations, along with relevant multisyllabic word study and vocabulary, as they read history text. The 34 participating students included 14 with disabilities and 20 without disabilities, who scored below the 5th percentile in reading, on average. The results were compared across special education and English learner status and with 81 typical readers from the same classes who studied the same units of history. Treated students made significant gains in use of these strategies, and poor readers with and without disabilities performed similar to their typical reader classmates in two of the three strategies following instruction. The instructional routines for each strategy are described.

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King-Sears, Margaret E., and Mary Bowman-Kruhm. "Attending to Specialized Reading Instruction for Adolescents with Mild Disabilities." TEACHING Exceptional Children 42, no. 4 (March 2010): 30–40. http://dx.doi.org/10.1177/004005991004200404.

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Eka, Eka Pratiwi, Nurbiana Dhieni, and Asep Supena. "Early Discipline Behavior: Read aloud Story with Big Book Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 321–31. http://dx.doi.org/10.21009/jpud.142.10.

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Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. (2017). Jurnal Pendidikan IPA Indonesia Natural Science Big Book With Baduy Local Wisdom Base. 6(1), 76–80. https://doi.org/10.15294/jpii.v6i1.8674 Aulina, C. N. (2013). Penanaman Disiplin Pada Anak Usia Dini. PEDAGOGIA: Jurnal Pendidikan, 2(1), 36. https://doi.org/10.21070/pedagogia.v2i1.45 Bailey, B. A. (2015). Introduction to conscious discipline Conscious discipline: Building resilient classrooms (J. Ruffo (ed.)). Loving Guidance, Inc. Brown, E. (1970). The Bases of Reading Acquisition. Reading Research Quarterly, 6(1), 49. https://doi.org/10.2307/747048 Clark, S. K., & Andreasen, L. (2014). Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page? Literacy Research and Instruction, 53(2), 162–182. https://doi.org/10.1080/19388071.2013.870262 Colville-hall, S., & Oconnor, B. (2006). Using Big Books: A Standards-Based Instructional Approach for Foreign Language Teacher CandidatesinaPreK-12 Program. Foreign Language Annals, 39(3), 487–506. https://doi.org/doi:10.1111/j.1944-9720.2006.tb02901.x Davis, J. R. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6. https://doi.org/10.5070/b86110024 Eagle, S. (2012). Computers & Education Learning in the early years : Social interactions around picturebooks , puzzles and digital technologies. Computers & Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013 Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343–364. https://doi.org/10.1177/0142723711422626 Galini, R., & Kostas, K. (2014). Practices of Early Childhood Teachers in Greece for Managing Behavior Problems: A Preliminary Study. Procedia - Social and Behavioral Sciences, 152, 784–789. https://doi.org/10.1016/j.sbspro.2014.09.321 Ho, J., Grieshaber, S. J., & Walsh, K. (2017). Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23 Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444 Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176. Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development. Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141 Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062 Zachos, D. T., Delaveridou, A., & Gkontzou, A. (2016). Teachers and School “Discipline” in Greece: A Case Study. European Journal of Social Sciences Education and Research, 7(1), 8. https://doi.org/10.26417/ejser.v7i1.p8-19

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Elleman, Amy M., and Eric L. Oslund. "Reading Comprehension Research: Implications for Practice and Policy." Policy Insights from the Behavioral and Brain Sciences 6, no. 1 (March 2019): 3–11. http://dx.doi.org/10.1177/2372732218816339.

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Reading comprehension is one of the most complex cognitive activities in which humans engage, making it difficult to teach, measure, and research. Despite decades of research in reading comprehension, international and national reading scores indicate stagnant growth for U.S. adolescents. In this article, we review the theoretical and empirical research in reading comprehension. We first explore different theoretical models for comprehension and then focus on components shown to be important across models that represent potential targets for instruction. In the last part of the article, we consider solutions for translating research to practice and policies for improving instruction. Improving reading scores will require a concerted and collaborative effort by researchers, educators, and policy makers with a focus on long-term solutions. An early and sustained focus on developing background knowledge, vocabulary, inference, and comprehension monitoring skills across development will be necessary to improve comprehension.

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Ko, Tiffany, and Marie Tejero Hughes. "Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check." Education Sciences 5, no. 4 (December 18, 2015): 413–39. http://dx.doi.org/10.3390/educsci5040413.

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Cantrell, Susan Chambers, Janice F. Almasi, Margaret Rintamaa, Janis C. Carter, Jessica Pennington, and D. Matt Buckman. "The Impact of Supplemental Instruction on Low-Achieving Adolescents’ Reading Engagement." Journal of Educational Research 107, no. 1 (September 2, 2013): 36–58. http://dx.doi.org/10.1080/00220671.2012.753859.

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Roberts, Carly A., Melinda M. Leko, and Kimber L. Wilkerson. "New Directions in Reading Instruction for Adolescents With Significant Cognitive Disabilities." Remedial and Special Education 34, no. 5 (April 30, 2013): 305–17. http://dx.doi.org/10.1177/0741932513485447.

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Xin, Yunxing, Lei Cao, Xin Wang, Xiaohao He, and Ling Feng. "Generating Instructive Questions from Multiple Articles to Guide Reading in E-Bibliotherapy." Sensors 21, no. 9 (May 6, 2021): 3223. http://dx.doi.org/10.3390/s21093223.

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E-Bibliotherapy deals with adolescent psychological stress by manually or automatically recommending multiple reading articles around their stressful events, using electronic devices as a medium. To make E-Bibliotherapy really useful, generating instructive questions before their reading is an important step. Such a question shall (a) attract teens’ attention; (b) convey the essential message of the reading materials so as to improve teens’ active comprehension; and most importantly (c) highlight teens’ stress to enable them to generate emotional resonance and thus willingness to pursue the reading. Therefore in this paper, we propose to generate instructive questions from the multiple recommended articles to guide teens to read. Four solutions based on the neural encoder-decoder model are presented to tackle the task. For model training and testing, we construct a novel large-scale QA dataset named TeenQA, which is specific to adolescent stress. Due to the extensibility of question expressions, we incorporate three groups of automatic evaluation metrics as well as one group of human evaluation metrics to examine the quality of the generated questions. The experimental results show that the proposed Encoder-Decoder with Summary on Contexts with Feature-rich embeddings (ED-SoCF) solution can generate good questions for guiding reading, achieving comparable performance on some semantic similarity metrics with that of humans.

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Luebke, Jerry, Michael H. Epstein, and Douglas Cullinan. "Comparison of Teacher-Rated Achievement Levels of Behaviorally Disordered, Learning Disabled, and Nonhandicapped Adolescents." Behavioral Disorders 15, no. 1 (November 1989): 1–8. http://dx.doi.org/10.1177/019874298901500105.

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Teachers rated the achievement levels of behaviorally disordered, learning disabled, and nonhandicapped adolescents in four different academic areas: reading recognition, reading comprehension, arithmetic, and written expression. Comparisons across the three groups revealed that behaviorally disordered and learning disabled adolescents were seen as performing significantly below expected levels of achievement. Differences found between behaviorally disordered and learning disabled students' rated achievement appeared to depend upon particular age levels. Results are discussed in terms of the instructional needs of behaviorally disordered and learning disabled students.

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Reoperez, Marie Grace C. "Mediators of Reading Motivation Among Filipino Collegiate Students." International Journal of Education and Literacy Studies 7, no. 1 (January 31, 2019): 18. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.18.

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In literacy development, the affective conditions are equally important as the cognitive conditions. However, the role of motivation, an essential affective component of the reading process and what drives it are often overlooked specially among adolescent readers. Using an ethnographic approach, this paper identifies mediators of reading motivation among collegiate learners through analyses of online journals, reading profiles, and transcribed interviews of 17 Filipino collegiate students. The study draws largely from the reading model of Guthrie and Wigfield (2000) and Kozulin’s (2003) discussion of mediated learning based on Vygotsky’s (1978) sociocultural theory. Results showed that psychological and emotional satisfaction, prosocial goals, prevailing social values, and multi-modal learning experiences were the prime drivers of motivation to read among adolescent readers. The findings of this study underscore the importance of understanding and knowing what teenagers read, why they read, and what engages them to read. Such knowledge will inform instructional decisions on selection of learning resources and literacy activities that are engaging and relevant to adolescent learners’ experiences, needs, and goals.

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Guthrie, John T., Susan Lutz Klauda, and Amy N. Ho. "Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents." Reading Research Quarterly 48, no. 1 (January 2013): 9–26. http://dx.doi.org/10.1002/rrq.035.

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Collins, Ginger, Julie A. Wolter, Ashley Bourque Meaux, and Crystle N. Alonzo. "Integrating Morphological Awareness in a Multilinguistic Structured Literacy Approach to Improve Literacy in Adolescents With Reading and/or Language Disorders." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 531–43. http://dx.doi.org/10.1044/2020_lshss-19-00053.

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Purpose Reading and writing are language-based skills, and effective literacy instruction/intervention practices should include an explicit linguistic focus. A multilinguistic structured literacy approach that integrates morphological awareness is proven beneficial to improve reading and writing for students with language literacy deficits. The key components of this approach are explored. Method An intensive 2-week clinical summer camp, Camp CHRONICLE, which utilizes a multilinguistic structured literacy intervention model that integrates morphological awareness for adolescents with literacy deficits, is reviewed, and three case examples are included. Conclusion Multilinguistic structured literacy intervention with a morphological awareness focus is an ideal approach to improve literacy skills of children and adolescents with language literacy deficits. Supplemental Material https://doi.org/10.23641/asha.12291029

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Cantrell, Susan Chambers, Janice F. Almasi, Margaret Rintamaa, and Janis C. Carter. "Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study." Journal of Educational Research 109, no. 1 (December 28, 2015): 7–26. http://dx.doi.org/10.1080/00220671.2014.917258.

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Welch, Myrtle. "Instructional Technological Factors that Impede and Impel Struggling Adolescent Students’ Reading Comprehension." International Journal of Technology, Knowledge, and Society 6, no. 4 (2010): 137–50. http://dx.doi.org/10.18848/1832-3669/cgp/v06i04/56122.

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Craig, Helen B., and Harold W. Gordon. "Specialized Cognitive Function and Reading Achievement in Hearing-Impaired Adolescents." Journal of Speech and Hearing Disorders 53, no. 1 (February 1988): 30–41. http://dx.doi.org/10.1044/jshd.5301.30.

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This study evaluated the performance of hearing-impaired adolescents on tests of specialized cognitive functioning and explored the linkage between cognitive profile and reading achievement. Other variables noted were mathematics achievement, speech production, etiology, and age of onset of hearing loss. Subjects were 62 severely-to-profoundly hearing-impaired students between 15 and 20 years of age, 31 "high readers" and 31 "low readers." Results indicated that, for this sample, cognitive function was below average for the verbal and sequential skills associated with the left hemisphere but above average for the "visuospatial" skills associated with the right hemisphere. Reading performance proved to be highly correlated with cognitive profile, as did mathematics performance and, to a lesser extent, speech and age of onset. Ramifications for instruction are discussed—in particular, development of strategies for using the right hemispheric cognitive strengths, as identified in this sample, to help overcome the deficits in "verbosequential" processing and reading achievement traditionally associated with hearing-impaired students.

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Williams, Kelly J., and Sharon Vaughn. "Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities." Learning Disability Quarterly 43, no. 3 (June 5, 2019): 154–66. http://dx.doi.org/10.1177/0731948719851745.

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English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD ( n = 85). In the RIA, students received instruction in advanced word study, fluency, vocabulary, and comprehension. Participants assigned to RIA received the intervention for the entire ninth-grade school year for approximately 3.75 to 4.25 hr a week, whereas students in the comparison condition participated in elective courses. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the two groups except on the proximal vocabulary measure ( g = 0.41). Small, nonsignificant effects were observed on measures of word reading and sentence-level comprehension, and Hedges’ g values ranged from 0.08 to 0.18. Findings reveal the challenges of improving reading outcomes for English learners with learning disabilities in high school.

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King-Sears, Margaret E., and Mary Bowman-Kruhm. "Specialized Reading Instruction for Adolescents with Learning Disabilities: What Special Education Co-Teachers Say." Learning Disabilities Research & Practice 26, no. 3 (August 2011): 172–84. http://dx.doi.org/10.1111/j.1540-5826.2011.00336.x.

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Oberlander, Tyler J., Bernadette L. Olson, and Lee Weidauer. "Test-Retest Reliability of the King-Devick Test in an Adolescent Population." Journal of Athletic Training 52, no. 5 (May 1, 2017): 439–45. http://dx.doi.org/10.4085/1062-6050-52.2.12.

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Context: The King-Devick (KD) test is a screening tool designed to assess cognitive visual impairments, namely saccadic rhythm, postconcussion. Test-retest reliability of the KD in a healthy adolescent population has not yet been established. Objective: To investigate the overall test-retest reliability of the KD among a sample of healthy adolescents. Additionally, we sought to determine if sex and age influenced reliability. Design: Cross-sectional study. Setting: Secondary school. Patients or Other Participants: Sixty-eight healthy adolescents, 41 boys (age = 15.4 ± 1.9 years) and 27 girls (age = 15.4 ± 1.9 years). Main Outcome Measure(s): Participants completed the KD (version 1) at 3 testing sessions (days 1, 30, and 45) following standard instructions. We recorded total time to complete the reading of 3 cards for each participant during each testing session. Two-way random-effects intraclass correlation coefficients (ICCs) using single measurements repeated over time and repeatability coefficients were calculated. Linear mixed models were used to determine whether differences existed at each testing time and to examine whether changes that took place among visits were different by sex or age. Results: Adolescents who completed the KD demonstrated acceptable reliability (ICC = 0.81; 95% confidence interval = 0.73, 0.87); however, the repeatability coefficient was large (±8.76 seconds). The sample demonstrated improvements between visits 1 and 2 (mean ± standard error = 4.3 ± 0.5 seconds, P < .001) and between visits 2 and 3 (2.4 ± 0.5 seconds, P < .001) for a total improvement of 6.9 seconds over 3 tests. No significant visit-by-sex or visit-by-age interactions were observed. Conclusions: Despite the ICC being clinically acceptable, providers using the KD test for serial assessment of concussion in adolescents should be cautious in interpreting the results due to a large learning effect. Incorporating multiple measures can ensure accurate detection of sport concussion.

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Majdi, M. Zuhdi Zainul, Sulma Mafirja, and Phina Maranata. "Self instruction techniques recommends using the trend of student "smartphone addiction" to increase self-esteem." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 7, no. 2 (November 30, 2020): 101–6. http://dx.doi.org/10.24042/kons.v7i2.7208.

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Smartphone addiction is a phenomenon that readily occurs in adolescents and harms physical and mental development. One of the factors that influence the occurrence of smartphone addiction in adolescents is low self-esteem. The purpose of this study was to test the effectiveness of group counseling using self-instruction techniques to increase students' self-esteem and make them vulnerable to smartphone addiction. This study used a pre-test and post-test design from a random control group, involving 7 XII students majoring in fashion at SMK Negeri 1 Takengon. The data analysis technique used is repeated measurement analysis of variance. The results showed that the self-instruction technique group counseling can effectively increase the self-esteem of students who tend to be addicted to smartphones in Takengon City, Aceh

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Tengberg, Michael, and Christina Olin-Scheller. "Developing Critical Reading of Argumentative Text: Effects of a Comprehension Strategy Intervention." Journal of Language Teaching and Research 7, no. 4 (July 1, 2016): 635. http://dx.doi.org/10.17507/jltr.0704.02.

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This article reports a single-group intervention study designed to improve critical reading proficiency among adolescents. Critical reading in the study is defined as 1) being able to identify written argumentative structure; 2) being able to analyze arguments in terms of relevance and sustainability; and 3) being able to evaluate argumentation through written, critical response. A multiple strategy approach for critical reading instruction was implemented over the course of six weeks (15 lessons) in four classes in Swedish 9th grade (N=74). Classroom activities included reading of argumentative texts, teacher modeling of three strategies (identifying, analyzing, and evaluating), frequent discussions, and response writing to argumentative texts. Results indicated that low and middle achievers made significant and large improvements from pretest to posttest, while for high achievers the intervention seemed to have no effect at all. Closer analysis also revealed that the ability to analyze arguments accounted for the largest proportion of improvement.

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Anderson, Valerie. "A teacher development project in transactional strategy instruction for teachers of severely reading-disabled adolescents." Teaching and Teacher Education 8, no. 4 (August 1992): 391–403. http://dx.doi.org/10.1016/0742-051x(92)90064-a.

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Journal articles on the topic 'Adolescent reading instruction'

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