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Journal articles on the topic 'Education Individualized reading instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Drecktrah, Mary Ellen, and Berttram Chiang. "Instructional Strategies Used by General Educators and Teachers of Students with Learning Disabilities." Remedial and Special Education 18, no. 3 (May 1997): 174–81. http://dx.doi.org/10.1177/074193259701800306.

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A survey was conducted to determine the instructional strategies used by special education teachers and general educators in teaching reading and writing, their philosophical approach (direct instruction or whole language), and what influenced teachers in making their philosophical decision. a 21-item questionnaire was completed by 183 elementary teachers of second and fifth grades and teachers of students with learning disabilities. the results indicated that the most important factor influencing respondents' philosophical decisions in teaching reading and writing is their teacher training program emphasis. results also indicated that the majority of respondents believe that a combination approach using both direct instruction and whole language is effective. the most commonly used instructional strategies by respondents include journal writing, writers' workshop, tradebooks, sustained silent reading, individualized reading, guided reading, and thematic units.

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2

Salvador, Karen. "Assessment and individualized instruction in elementary general music: A case study." Research Studies in Music Education 41, no. 1 (May 3, 2018): 18–42. http://dx.doi.org/10.1177/1321103x18773092.

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Elementary general music teachers have differing perspectives on the meaning and value of assessment, and few studies have examined how the results of assessment are applied in the classroom. In this case study, I investigated how one elementary general music teacher used information from assessments to individualize instruction. Over the course of seven weeks of observation, think-alouds, interviews, and reading the teacher’s journals, I discovered that my guiding questions had implied a simplistic, linear relationship of assessment and differentiation of instruction—that assessment led to individualization. Rather than the direct relationship my questions anticipated, Ms. Stevens’ music teaching was more like a tapestry that included nearly omnipresent threads of assessment and individualized instruction—threads that were often so interwoven as to be somewhat indistinguishable. This article describes the reciprocal, spiraling, intertwined nature of individualized assessment, teaching, and learning in Ms. Stevens’ classroom. I also discuss the related emergent themes of normalizing independent musicking and structuring open-response activities, which were impacted and undergirded by Ms. Stevens’ beliefs regarding the musicality of all children and the purpose of music education.

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3

Moody, Sally Watson, Sharon Vaughn, Marie Tejero Hughes, and Meryl Fischer. "Reading Instruction in the Resource Room: Set up for Failure." Exceptional Children 66, no. 3 (April 2000): 305–16. http://dx.doi.org/10.1177/001440290006600302.

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The reading instruction, grouping practices, and outcomes for students with learning disabilities (LD) in resource room settings were examined. The study was a follow-up of an observational study done 2 years previously (Vaughn, Moody, & Schumm, 1998). Whole class instruction was the dominant grouping format although several teachers used small groups and individualized activities. Half of the special education teachers provided differentiated materials and instruction to match the learning levels of the students that they taught. Overall, no significant gains in reading comprehension were evidenced by students in this study. Results from the fluency tests also revealed inadequate student progress in reading. The failure of the present structure of the resource room to provide opportunities for a special education is discussed.

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Jenkins, Joseph R., Ellen Schiller, Jose Blackorby, Sara Kalb Thayer, and W. David Tilly. "Responsiveness to Intervention in Reading." Learning Disability Quarterly 36, no. 1 (November 15, 2012): 36–46. http://dx.doi.org/10.1177/0731948712464963.

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This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school’s RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools’ RtI models.

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5

McGuire, K. Lesley, and Carolyn R. Yewchuk. "Use of Metacognitive Reading Strategies by Gifted Learning Disabled Students: An Exploratory Study." Journal for the Education of the Gifted 19, no. 3 (April 1996): 293–314. http://dx.doi.org/10.1177/016235329601900304.

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This study examines the use of metacognitive strategies by four upper elementary gifted students with reading disabilities during a reading comprehension think-aloud task. The students had WISC-R Verbal or Performance IQs above 125 and standardized reading achievement scores at least one year below grade placement. The results indicated that, although in general the four students actively monitored their reading and reported frequent use of evaluation, paraphrase, and regulation metacognitive strategies, they were not proficient in executing the strategies effectively. Analysis of student profiles revealed significant individual differences in implementation of strategies, indicating a need for individualized reading instruction matched to student profiles.

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Lindström, Esther R., Samantha A. Gesel, and Christopher J. Lemons. "Data-Based Individualization in Reading: Tips for Successful Implementation." Intervention in School and Clinic 55, no. 2 (April 24, 2019): 113–19. http://dx.doi.org/10.1177/1053451219837634.

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Students with severe and persistent academic or behavioral challenges may benefit from data-based individualization (DBI). Starting with an evidence-based standard protocol and systematic progress monitoring, teachers can evaluate growth and implement individualized interventions to meet students’ needs. Specifically, this article addresses the systematic use of student data to determine content and pacing for intensive reading instruction. Insights from implementing this approach with struggling first grade readers in Tier 3 of an RTI framework are provided. Evidence-based standard protocols, strategic data collection and management, and team collaboration are crucial elements for successful implementation.

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7

Halwani, Noha. "Visual Aids and Multimedia in Second Language Acquisition." English Language Teaching 10, no. 6 (May 25, 2017): 53. http://dx.doi.org/10.5539/elt.v10n6p53.

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Education involves more than simply passing the final test. Rather, it is the process of educating an entire generation. This research project focused on language learners of English as a Second Language. This action research was conducted in an ESL classroom in H. Frank Carey High School, one of five high schools in the Sewanhaka Central District of Nassau County. The research project explored the question: “Can visual aids improve English language acquisition in reading and writing for a beginner ESL?” The data analyzed were log observation sheets, pull-out focus groups, checklists, and surveys of students. The basic findings were that reading and writing improved when teachers used visual aids, especially when teachers pulled students out of the classroom for individualized instruction. Therefore, the study concluded that the use of visual aids and multimedia can help the students to absorb the content and become interactive in the classroom with no fear of giving wrong answers or, of having trouble being a participant in the class because of shyness.

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8

Boone, Randall, and Kyle Higgins. "Hypermedia Basal Readers: Three Years of School-Based Research." Journal of Special Education Technology 12, no. 2 (September 1993): 86–106. http://dx.doi.org/10.1177/016264349301200202.

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This three-year longitudinal study involved the use of hypermedia computer assisted instruction (CAI) to provide individualized reading instruction within a general classroom environment for students in grades K-3. The software provided reading lessons in a hypermedia format designed as supplementary material for a basal reader series. Because this project was interested in the maintenance of students with mild disabilities in the general education setting, particular attention was given to the reading progress of low-achieving students, as they appeared to be the most at risk for being referred to special education classes. Analysis of the achievement test data indicates: Year One. Entire-class significance was shown with experimental classes outperforming control classes at kindergarten, second grade, and third grade. When the classrooms were broken down into ability groups, low students in the kindergarten, second grade, and third grade experimental classes achieved significantly higher total test scores than their control peers. Year Two. No entire class significance was shown at the first, second, or third grade levels. When the classrooms were broken down into ability groups, at the first, second, and third grade levels, the low group students in the experimental classrooms had significantly higher total test scores than the students in the control classroom low groups. Year Three. When comparing entire classes on total test scores, no entire class significance was shown at the kindergarten, second, or third grade levels. When classrooms were divided into ability groups, low students in the kindergarten experimental class achieved significantly higher total test scores than the control students.

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9

Villesseche, Julie, Olivier Le Bohec, Christophe Quaireau, Jeremie Nogues, Anne-Laure Besnard, Sandrine Oriez, Fanny De La Haye, Yvonnick Noel, and Karine Lavandier. "Enhancing reading skills through adaptive e-learning." Interactive Technology and Smart Education 16, no. 1 (March 11, 2019): 2–17. http://dx.doi.org/10.1108/itse-07-2018-0047.

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Purpose E-learning is part of instructional design and has opened a whole world of new possibilities in terms of learning and teaching. The purpose of this paper is to develop an adaptive e-learning platform that enhances skills from primary school to university learners. Two purposes converge here: a pedagogical one – offering new possibilities, especially in terms of teaching scenarios (blended learning); and a research one – confirming the effectiveness of an adaptive e-learning tool in the case of individualized cross-disciplinary competences, such as comprehension of implicit information in written texts (French). Design/methodology/approach The case study presented here concerns primary-school learners using the Implicit module of TACIT adaptive e-learning tool over the 2016-2017 academic year. Findings This paper gives a first positive answer to the effectiveness of such a tool in this specific context. This pedagogical effectiveness is more pronounced for low-level pupils, especially for girls and for older pupils (CM1/CM2, respectively, fourth/fifth grade). Originality/value In this case study, the module comes from an existing platform, created by the TACIT research group. The adaptive environment was created by using the Item Response Theory models and, more precisely, the Rasch model.

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Zebehazy, Kim T., and Adam P. Wilton. "Graphic Reading Performance of Students with Visual Impairments and Its Implication for Instruction and Assessment." Journal of Visual Impairment & Blindness 115, no. 3 (May 2021): 215–27. http://dx.doi.org/10.1177/0145482x211016918.

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Introduction: The ability of students to engage with graphical materials supports learning in science, technology, engineering, arts, and mathematics areas. For students with visual impairments, understanding the factors that contribute to the effective interpretation of graphics can promote meaningful access to the curricula. Methods: Forty students with visual impairments completed multiple-choice question tasks for five types of graphics presented in their medium of choice and provided difficulty ratings. The teachers of students with visual impairments rated the students on several factors. Statistical analyses investigated the relationship between performance differences and teacher-rated factors. Results: Significant differences in performance between print and tactile graphics users were found for bar graph, map, and total correct responses on all tasks. For some tasks, perceived difficulty by tactile graphic users did not align with actual performance. Teachers’ ratings of students who had Individualized Education Program goals for graphics, independence in using graphics, problem-solving ability, mathematics ability, and frequency of engaging with graphics contributed to significant differences in performance across total correct and most individual graphic results. Discussion: Although medium type was a significant contributor across graphic types, some teacher-rated variables appeared to mitigate the importance of medium on student performance. Depending on the graphic type, experience, content knowledge, skills with graphics, and confidence and motivation can all affect student performance when interpreting graphics. Implications for practitioners: Teachers should provide students with early and frequent opportunities to engage with graphics and support their problem-solving abilities regarding how to engage with different graphic types to enhance their independent use of graphics.

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Filderman, Marissa J., Jessica R. Toste, Lisa Anne Didion, Peng Peng, and Nathan H. Clemens. "Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers." Journal of Special Education 52, no. 3 (July 28, 2018): 174–87. http://dx.doi.org/10.1177/0022466918790001.

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For students with persistent reading difficulties, research suggests one of the most effective ways to intensify interventions is to individualize instruction through use of performance data—a process known as data-based decision making (DBDM). This article reports a synthesis and meta-analysis of studies of reading interventions containing DBDM for struggling readers, as well as the characteristics and procedures that support the efficacy of these interventions. A systematic search of peer-reviewed literature published between 1975 and 2017 was conducted, resulting in 15 studies of reading interventions that incorporated DBDM for struggling readers in Grades K–12. A comparison of students who received reading interventions with DBDM with those in business-as-usual (BAU) comparison groups yielded a weighted mean effect of g = .24, 95% confidence interval (CI) = [.01 to .46]. A subset of six studies that compared students receiving similar reading interventions with and without DBDM yielded a weighted mean effect of g = .27, 95% CI = [.07, .47]. Implications for DBDM in reading interventions for struggling readers and areas for future research are described. In particular, experimental investigation is necessary to establish DBDM as an evidence-based practice for struggling readers.

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Heinrich, Carolyn J., Jennifer Darling-Aduana, Annalee Good, and Huiping (Emily) Cheng. "A Look Inside Online Educational Settings in High School: Promise and Pitfalls for Improving Educational Opportunities and Outcomes." American Educational Research Journal 56, no. 6 (March 27, 2019): 2147–88. http://dx.doi.org/10.3102/0002831219838776.

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This research examines online course-taking in high schools, which is increasingly used by students falling behind in progress toward graduation. The study looks inside educational settings to observe how online courses are used and assess whether students gain academically through their use. Drawing on 7 million records of online instructional sessions linked to student records, we find mostly negative associations between online course-taking and math and reading scores, with some gains in credits earned and grade point averages by upperclassmen. Those least prepared academically and with weaker course-taking behaviors fared more poorly and were likely set back by online course-taking. Limited resources constrained the implementation of district-recommended practices and instructional supports, such as live teacher interactions and individualized content assistance.

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Ruble, Kathy, Lisa Carey, Juliana Pare-Blagoev, Kimberly Milla, Sydney Henegan, Katrina Cork, Clifton Thornton, and Lisa Jacobson. "Lessons from COVID-19, challenges of remote learning for childhood cancer survivors." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): 10054. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.10054.

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10054 Background: More than half of childhood cancer survivors (survivors) will have neurocognitive deficits that impact schooling, most commonly reflecting attention and executive dysfunction. Schools are legally bound (IDEA, 2004) to support eligible students with Individualized Education Program (IEP) informed instruction and related services (e.g. assistive technology, speech-language, physical, or occupational therapy) to foster academic success. However, these service provision were not designed under the constraints of remote learning. The COVID19 shift to remote learning is likely to extend beyond the pandemic especially for medically fragile students. This quality improvement project describes challenges for survivors during remote learning and recently developed related patient education materials. Methods: Interviews with families were used to identify themes around challenges during remote learning, which informed development of a 29-question survey disseminated via flyer in local oncology clinics and social media posts by local childhood cancer organizations in Fall 2020. Results: The survey was completed by 67 parents describing their affected child (mean age= 8.6 years; 60% male; 78% White, 12% Black, 95% non-Hispanic). Most children (74%) had completed therapy (43% for leukemia, 18% for brain tumor; 39% other). The majority (86%) attended public school and 37% received special education or related services: speech-language (26%), occupational (23%), and physical (14%) therapies, and vision services (3%). Fully remote learning was reported for 73%, in-person 4%, and hybrid learning for 14%. The majority (57%) reported observing greater difficulty with attention and focus during RL, indicating difficulty occurred about half of the time during related services therapies, class and/or small group video instruction. Technology-related challenges included difficulty navigating online instruction/equipment (28%), reading difficulty (16%), and difficulty seeing materials/lack of vision supports (18%). Findings did not differ based on treatment or IEP status (p>0.50). Few (14%) reported their school team discussed assistive technology options for online learning. Parents indicated the most helpful supports for addressing challenges included speech-to-text tools, screen readers, and audio books. Parents reported their oncology team was helpful in making referrals to neuropsychology and therapies and completing documentation necessary to secure supports. Conclusions: Childhood cancer survivors, irrespective of diagnosis or IEP status, report challenges with remote learning. Families find a lack of information or special accommodations as roadblocks to success. Oncology providers were identified as valued resources, so educational materials ( https://tinyurl.com/nxbhj5or ) were developed for oncology teams to share with families.

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Rodd, Jillian, and Annette Holland. "Diversity and Choice: The Strengths of Parent Education in Victoria." Children Australia 14, no. 4 (1989): 10–11. http://dx.doi.org/10.1017/s0312897000002447.

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Participation in parent education appears to be becoming more acceptable and legitimate for many Victorian parents over the past decade. The experience of parenting or ‘being a parent’ has been recognised as potentially confusing and difficult for many adults (Allen and Schultz, 1987: 14). In response to parents' perceived difficulties and expression of need for assistance with the parenting role, professionals who work with children and families have devised a diverse range of approaches to working with parents from informal, often unstructured, individualised, needs based reading and/or discussion type programs to the more formal and structured approaches which employ the often imported pre packaged programs with groups of parents in a variety of settings. Although little systematic information is available concerning the basis and nature of the burgeoning parent education programs currently operating in Victoria, Allen and Schultz (1987) described the current status of parent education in Australia as diverse in theoretical orientations, emphases, topics and settings. However, it appears that many programs currently operating cannot be described as systematic and theoretically based. Fine (1980: 5) defined parent education as “instruction on how to parent” and argued that this definition properly applies to organised, structured programs rather than to more informal discussions.

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Cook, Sara Cothren, and Kavita Rao. "Systematically Applying UDL to Effective Practices for Students With Learning Disabilities." Learning Disability Quarterly 41, no. 3 (January 16, 2018): 179–91. http://dx.doi.org/10.1177/0731948717749936.

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Based on the premise that instruction should be designed from the outset to reduce barriers, Universal Design for Learning (UDL) guidelines provide a set of flexible options and scaffolds to ensure access for all learners. Using the UDL framework, teachers and researchers can systematically adapt effective practices that have been established by methodologically sound research studies to have meaningful gains for students with learning disabilities (LD). Specifically, we suggest that teachers can select an effective practice and then use the UDL framework to individualize the practice (while maintaining core components). Furthermore, we propose that researchers may use this approach to (a) clearly define how UDL was applied to a practice and (b) systematically measure the effects of UDL when applied to practices that have been established as effective by methodologically sound research. Although teachers and researchers can apply UDL to effective practices for all students, in this article, we highlight how secondary teachers can design and adapt effective practices for students with LD, who need intensive interventions to improve skills (e.g., reading comprehension, decoding) and access to grade-level curriculum.

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Connor, C. M., F. J. Morrison, B. J. Fishman, C. Schatschneider, and P. Underwood. "THE EARLY YEARS: Algorithm-Guided Individualized Reading Instruction." Science 315, no. 5811 (January 26, 2007): 464–65. http://dx.doi.org/10.1126/science.1134513.

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Accardo, Amy L., and Elizabeth G. Finnegan. "Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices." Autism 23, no. 1 (November 21, 2017): 236–46. http://dx.doi.org/10.1177/1362361317730744.

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Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers.

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Cassidy, Ivan, Evelina Orteza y Miranda, and Romulo F. Magsino. "Teaching, Schools and Society: Individualized Instruction." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 2 (1992): 228. http://dx.doi.org/10.2307/1495324.

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19

Takata, Ken. "Individualized additional instruction for calculus." International Journal of Mathematical Education in Science and Technology 41, no. 7 (October 15, 2010): 921–41. http://dx.doi.org/10.1080/0020739x.2010.493234.

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Ingram, Frank, Anelya Rugaleva, Kevin McKenna, and Alexander Nakhimovsky. "Reading Russian 1, 3. An Advanced Course. Russian Individualized Instruction." Slavic and East European Journal 32, no. 1 (1988): 172. http://dx.doi.org/10.2307/308956.

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21

Slavin, Robert E. "Cooperative Learning and Individualized Instruction." Arithmetic Teacher 35, no. 3 (November 1987): 14–16. http://dx.doi.org/10.5951/at.35.3.0014.

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22

Gambell, Maryanne, Michael C. McKenna, and Steven A. Stahl. "Assessment for Reading Instruction." Canadian Journal of Education / Revue canadienne de l'éducation 27, no. 2/3 (2002): 311. http://dx.doi.org/10.2307/1602226.

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Irdamurni, Irdamurni, Kasiyati Kasiyati, Zulmiyetri Zulmiyetri, and Johandri Taufan. "Meningkatkan Kemampuan Guru pada Pembelajaran Membaca Anak Disleksia." Jurnal Pendidikan Kebutuhan Khusus 2, no. 2 (November 15, 2018): 29. http://dx.doi.org/10.24036/jpkk.v2i2.516.

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The objective of this study was to investigate reading instruction training for teaching teachers to teach reading student with dyslexia. Training mothods uses multi methods I.e lectures vary, demonstrations, exercises and assignments. The increased aspects related to the implementation of identification and assesment, development of modification lesson plan and individualized educational program. Futhermore, reading instruction for dyslexia includes strategy and learning media as assesment of learning for students with dyslexia. .

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Burke, Lisa, Judy Fiene, Mary Jo Young, and Debra K. Meyer. "Understanding theWhyBehind theHowin Reading Instruction." Educational Forum 72, no. 2 (January 30, 2008): 168–76. http://dx.doi.org/10.1080/00131720701805033.

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Houtveen, Thoni, and Wim van de Grift. "Reading Instruction for Struggling Learners." Journal of Education for Students Placed at Risk (JESPAR) 12, no. 4 (December 20, 2007): 405–24. http://dx.doi.org/10.1080/10824660701762001.

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26

Winter, Sam. "Peer Tutored Instruction in Reading." Mentoring & Tutoring: Partnership in Learning 3, no. 3 (March 1996): 3–11. http://dx.doi.org/10.1080/0968465960030301.

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27

Resing, Wilma C. M. "Dynamic Testing and Individualized Instruction: Helpful in Cognitive Education?" Journal of Cognitive Education and Psychology 12, no. 1 (2013): 81–95. http://dx.doi.org/10.1891/1945-8959.12.1.81.

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An important theme in educational practice is to tailor instruction to the individual needs of children. Particular forms of group instruction may be effective for specific children; other children will profit most from a more individual approach. The contribution aims to focus on the question whether such tailored forms of instruction can be found in a dynamic assessment context and explores the potential usefulness of dynamic testing and instruction for cognitive education. The principal characteristic of dynamic testing or assessment is that children are explicitly provided with feedback, prompts, or training intended to enable them to show progress when solving cognitive tasks. Outcomes of dynamic testing and assessment could, in principle, provide educational psychologists or teachers with information regarding learning outcomes during intervention. Although it has been claimed that such approaches may have more to offer to psychologists or educationists than traditional standardized test outputs, not all approaches are suitable for this aim. This article focuses on the potential usefulness of the outcomes of the graduated prompts approach in dynamic testing and instruction. It can be concluded that a combination of both dynamic procedures is a very promising one, which needs further exploration in the future.

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Johnson, D. Lamont. "Are We Ready for Individualized Instruction?" Computers in the Schools 4, no. 2 (December 1987): 1–4. http://dx.doi.org/10.1300/j025v04n02_01.

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29

Hedges, William D. "Single-Concept Software and Individualized Instruction." Computers in the Schools 4, no. 2 (December 1987): 141–50. http://dx.doi.org/10.1300/j025v04n02_14.

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30

Meloth, Michael S., Cassandra Book, Joyce Putnam, and Eva Sivan. "Teachers' Concepts of Reading, Reading Instruction, and Students' Concepts of Reading." Journal of Teacher Education 40, no. 5 (September 1989): 33–39. http://dx.doi.org/10.1177/002248718904000505.

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31

Dacanay, LS, and PA Cohen. "A meta-analysis of individualized instruction in dental education." Journal of Dental Education 56, no. 3 (March 1992): 183–89. http://dx.doi.org/10.1002/j.0022-0337.1992.56.3.tb02622.x.

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32

Wilkinson, Ian, James L. Wardrop, and Richard C. Anderson. "Silent Reading Reconsidered: Reinterpreting Reading Instruction and Its Effects." American Educational Research Journal 25, no. 1 (January 1988): 127–44. http://dx.doi.org/10.3102/00028312025001127.

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33

DeFord, Diane E. "Fluency in initial reading instruction: A reading recovery lesson." Theory Into Practice 30, no. 3 (June 1991): 201–10. http://dx.doi.org/10.1080/00405849109543501.

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Allor, Jill H., Patricia G. Mathes, Francesca G. Jones, Tammi M. Champlin, and Jennifer P. Cheatham. "Individualized Research-Based Reading Instruction for Students with Intellectual Disabilities: Success Stories." TEACHING Exceptional Children 42, no. 3 (January 2010): 6–12. http://dx.doi.org/10.1177/004005991004200301.

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35

Newman, Judith M., and Michael Pressley. "Reading Instruction: A Never-Ending Debate." Canadian Journal of Education / Revue canadienne de l'éducation 24, no. 3 (1999): 337. http://dx.doi.org/10.2307/1585881.

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36

Harris, Violet J. "Literature-Based Approaches to Reading Instruction." Review of Research in Education 19 (1993): 269. http://dx.doi.org/10.2307/1167344.

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Rowan, Brian, and Richard Correnti. "Measuring Reading Instruction With Teacher Logs." Educational Researcher 38, no. 7 (October 2009): 549–51. http://dx.doi.org/10.3102/0013189x09349313.

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38

Hermann, Beth Ann. "Reading Instruction: Dealing with Classroom Realities." Community College Review 13, no. 1 (July 1985): 28–34. http://dx.doi.org/10.1177/009155218501300106.

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39

Moore, David W. "Laura Zirbes and Progressive Reading Instruction." Elementary School Journal 86, no. 5 (May 1986): 663–72. http://dx.doi.org/10.1086/461473.

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40

Schumm, Jeanne Shay, Sally W. Moody, and Sharon Vaughn. "Grouping for Reading Instruction." Journal of Learning Disabilities 33, no. 5 (September 2000): 477–88. http://dx.doi.org/10.1177/002221940003300508.

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41

Miller, Leah D., and Kyle Perkins. "ESL Reading Comprehension Instruction." RELC Journal 21, no. 1 (June 1990): 79–94. http://dx.doi.org/10.1177/003368829002100106.

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42

Pressley, Michael. "Effective Beginning Reading Instruction." Journal of Literacy Research 34, no. 2 (June 2002): 165–88. http://dx.doi.org/10.1207/s15548430jlr3402_3.

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I argue that the National Reading Panel was too narrow in its presentation of scientifically-valid reading instructional research. Although the findings summarized by the Panel were valid, they were but a sampling of the many instructional practices that enjoy scientific support, most emphatically, in experiments and quasi-experiments (i.e., in the types of studies favored by the Panel). A sampler of practices that enjoy support but were ignored by the Panel is presented, as is discussion of qualitative research that was out of bounds because of the methodological strictures of the Panel. I conclude that most of the cutting edge of the scientific study of reading is entirely missing from the Panel's report, which emphasized findings massively supported by data, findings that are generally accepted by the scientific community concerned with reading instruction.

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Stahl, Steven A., and Kathleen M. Heubach. "Fluency-Oriented Reading Instruction." Journal of Literacy Research 37, no. 1 (March 2005): 25–60. http://dx.doi.org/10.1207/s15548430jlr3701_2.

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This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.

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Deeney, Theresa A. "Coordinating Supplemental Reading Instruction." Intervention in School and Clinic 43, no. 4 (March 2008): 218–25. http://dx.doi.org/10.1177/1053451207310344.

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Haynes, Mariana C., and Joseph R. Jenkins. "Reading Instruction in Special Education Resource Rooms." American Educational Research Journal 23, no. 2 (June 1986): 161–90. http://dx.doi.org/10.3102/00028312023002161.

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Blok, H., R. Oostdam, M. E. Otter, and M. Overmaat. "Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review." Review of Educational Research 72, no. 1 (March 2002): 101–30. http://dx.doi.org/10.3102/00346543072001101.

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How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (± 0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing and the language of instruction (English or other). These two variables accounted for 61 percent of the variability in effect sizes. Although an effect size of d = 0.2 shows little promise, caution is needed because of the poor quality of many studies.

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Houtveen, A. A. M., and W. J. C. M. van de Grift. "Effects of metacognitive strategy instruction and instruction time on reading comprehension." School Effectiveness and School Improvement 18, no. 2 (June 2007): 173–90. http://dx.doi.org/10.1080/09243450601058717.

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Fetters, Carol, Evan Ortlieb, and Earl H. Cheek. "Reading First, Science Last: An Investigation into Reading Comprehension Strategy Usage in Science Education." Journal of Sociological Research 5, no. 1 (April 25, 2014): 74. http://dx.doi.org/10.5296/jsr.v5i1.5528.

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This qualitative exploration was designed to examine strategy-based reading instruction using science expository text in grades 2-5. This study centered on case studies of six elementary teachers and how they used reading strategies during science instruction. Findings revealed that although the teachers’ use of expository text was limited, teachers utilized particular reading strategies that extended and elaborated the students’ oral discussions during science instruction. The classroom conversations about science topics extended the students’ background knowledge of the science concepts that related to science expository text materials in grades 2-5. Further research could include alignment of reading strategy instruction with science instruction using print materials that are matched with the students’ instructional reading levels.

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Connor, Carol McDonald, Frederick J. Morrison, Christopher Schatschneider, Jessica R. Toste, Erin Lundblom, Elizabeth C. Crowe, and Barry Fishman. "Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders’ Word Reading Achievement." Journal of Research on Educational Effectiveness 4, no. 3 (July 2011): 173–207. http://dx.doi.org/10.1080/19345747.2010.510179.

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Hardy, Jessica K., and Mary Louise Hemmeter. "Designing Inclusive Science Activities and Embedding Individualized Instruction." Young Exceptional Children 23, no. 3 (March 28, 2019): 119–29. http://dx.doi.org/10.1177/1096250619833988.

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