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Journal articles on the topic 'Reading support'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Dummatt, Kel. "A School Reading Support Program." Australian Journal of Indigenous Education 21, no. 5 (November 1993): 12–15. http://dx.doi.org/10.1017/s0310582200005927.

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Indulkana Anangu school, on the Pitjantjatjara/Yankunytjatjara Lands S.A. has about 70 students. The classes are CPC (pre-school), Reception, Junior Primary, Middle Primary, Upper Primary and Secondary girls and boys. At a staff meeting early this year, I proposed a focus on reading, across the school, for one term, with a review at the end. This idea was accepted by the staff.

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2

KAWAMURA, Yoshiko. "Reading Tutor, A Reading Support System for Japanese Language Learners." Acta Linguistica Asiatica 2, no. 3 (December 20, 2012): 77–94. http://dx.doi.org/10.4312/ala.2.3.77-94.

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The present paper gives an overview of the tools and materials included in the Japanese language reading tutorial system Reading Tutor and the multilingual lexicographical project Reading Tutor Web Dictionary, and discusses their possible uses both for Japanese language instruction and to support autonomous language learning. The paper further presents one particular use of these tools and resources for the development of learning materials for foreign candidates to the Japanese certified care worker national examination, and concludes with suggestions for effective guidance geared at fostering autonomous vocabulary learning.

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3

Gözüküçük, Meral, and Nilgün Günbaş. "Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension." GIST – Education and Learning Research Journal 21 (December 21, 2020): 47–68. http://dx.doi.org/10.26817/16925777.820.

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In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.

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4

Lipp, Jamie R., and Sara R. Helfrich. "Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction." Reading Teacher 69, no. 6 (March 3, 2016): 639–46. http://dx.doi.org/10.1002/trtr.1442.

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5

Mahaffy, Mardi. "In Support of Reading: Reading Outreach Programs at Academic Libraries." Public Services Quarterly 5, no. 3 (August 13, 2009): 163–73. http://dx.doi.org/10.1080/15228950902904267.

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6

Strickland, Kathleen, and Amy Walker. "“RE-VALUING” READING: ASSESSING ATTITUDE AND PROVIDING APPROPRIATE READING SUPPORT." Reading & Writing Quarterly 20, no. 4 (October 2004): 401–18. http://dx.doi.org/10.1080/10573560490489955.

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7

Yamamoto, Tomoko, Akira Kakimoto, Yukio Sekiguchi, and Hideo Matsuda. "Development of Braille reading support equipment." Journal of Life Support Engineering 16, Supplement (2004): 273–74. http://dx.doi.org/10.5136/lifesupport.16.supplement_273.

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8

Greening, M., and J. Spenceley. "Shared Reading: Support for Inexperienced Readers." Educational Psychology in Practice 3, no. 1 (April 1987): 31–37. http://dx.doi.org/10.1080/0266736870030107.

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9

NEEDLMAN, ROBERT, and MICHAEL SILVERSTEIN. "Pediatric Interventions to Support Reading Aloud." Journal of Developmental & Behavioral Pediatrics 25, no. 5 (October 2004): 352–63. http://dx.doi.org/10.1097/00004703-200410000-00007.

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10

Rodriguez-Mojica, Claudia, and Allison Briceño. "Sentence Stems That Support Reading Comprehension." Reading Teacher 72, no. 3 (March 25, 2018): 398–402. http://dx.doi.org/10.1002/trtr.1705.

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11

Schneps, Matthew H., Jamie K. O'Keeffe, Amanda Heffner-Wong, and Gerhard Sonnert. "Using Technology to Support STEM Reading." Journal of Special Education Technology 25, no. 3 (September 2010): 21–33. http://dx.doi.org/10.1177/016264341002500304.

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12

Lundberg, Ingvar, and Åke Olofsson. "Can computer speech support reading comprehension?" Computers in Human Behavior 9, no. 2-3 (June 1993): 283–93. http://dx.doi.org/10.1016/0747-5632(93)90012-h.

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13

Calmer, Joseph, and William Straits. "Reading to Understand Anatomy." American Biology Teacher 76, no. 9 (November 1, 2014): 622–25. http://dx.doi.org/10.1525/abt.2014.76.9.9.

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As a science teacher, I regularly use outside reading assignments (e.g., news articles) to help develop my students’ understanding of topics addressed in my anatomy class. However, I have found that in simply reading texts, students often fail to (1) understand the context of the science discussed, (2) make the connections between ideas represented in the reading and those presented in class, and (3) appreciate the science that is being discussed. To better support my students’ reading, I needed to structure their reading to direct them toward key ideas and prompt them to process the information deeply, to make connections between their readings and the concepts learned in class, and to understand the science content in context. To address these needs, and to help increase my students’ science comprehension and encourage their thinking while reading, I turned to a language arts strategy called Literature Circles. Here, I describe my use of this successful strategy and provide resources to support other teachers who want to employ outside readings and/or Literature Circles in their own teaching.

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14

Chen, Nicholas, Francois Guimbretiere, and Abigail Sellen. "Designing a multi-slate reading environment to support active reading activities." ACM Transactions on Computer-Human Interaction 19, no. 3 (October 2012): 1–35. http://dx.doi.org/10.1145/2362364.2362366.

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15

Stefanovskaya, Natalia A. "Reading support as a direction of sociocultural activity." Tambov University Review. Series: Humanities, no. 189 (2020): 125–30. http://dx.doi.org/10.20310/1810-0201-2020-25-189-125-130.

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We consider the problem of reading support as one of the most relevant areas of sociocultural activity. The need for special measures to support reading is justified in connection with the growing trends in visualization and gamification of the cultural environment, and a decrease in interest in reading. Reading support is defined as a system of state, public and private initiatives to increase the value status of reading, stimulate reading activity, and develop the reading compe-tence of all population groups. We analyze the Russian and foreign experience of state support for reading, including the publication of legislative acts, the adoption of special programs, and the creation of interdepartmental coordination structures. It is shown that at the state level, reading is considered in the context of functional literacy of the population as a resource for economic growth that allows citizens to actively participate in the life of the state. The history of develop-ment of public initiatives in Russia is traced – from the creation of private typographies to the ac-tivities of modern associations and foundations. Regional Reading Centers are highlighted as a special form. Conclusions are drawn about the prospects of attracting volunteers to implement projects to increase the availability of books and reading for people with disabilities. It is shown that currently reading support is becoming systematic and is implemented on the basis of social partnership of library, cultural and leisure, educational institutions and public associations.

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Efendy, A. Gusti, and Gunadi Harry Sulistyo. "Reading Strategy’s Failure to Deliver toward Reading Comprehension." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 8 (August 30, 2019): 1034. http://dx.doi.org/10.17977/jptpp.v4i8.12666.

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<p class="Abstrak"><strong>Abstract:</strong> The aim of study is investigating the relationship between Support Reading Strategy and reading comprehension. Consequently, the research method to deploy was simple linear regression. Meanwhile, because the population target of the study was all public senior high school students in the municipal area of Malang, East Java, Indonesia, the sample consisted of 301 students from three different schools. Inferring from parametric statistical analysis involving data obtained by conducting Survey of Reading Strategy (SORS) and reading test, the finding indicates that Support Reading Strategy fails to be in good favor toward students’ reading comprehension.</p><strong>Abstrak:</strong> Penelitian ini bermaksud mengungkap hubungan antara <em>Support Reading Strategy</em> dan kemampuan memahami bacaan. Untuk itu, peneliti menggunakan metode penelitian regresi linear sederhana. Sementara itu, karena target populasi adalah seluruh siswa SMA negeri di Kota Malang, Jawa Timur, Indonesia, sampel penelitian berjumlah 301 siswa dari tiga sekolah yang berbeda. Berangkat dari analisis statistik parametrik yang mengolah data dari <em>Survey of Reading Strategy</em> (SORS) dan uji kemampuan membaca, temuan penelitian menunjukkan bahwa<em> Support Reading Strategy</em> tidak mampu membuktikan korelasi positif yang signifikan terhadap kemampuan siswa dalam memahami bacaan.

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17

Toshimitsu, Akihiro, Olivia R. Liu Sheng, and Paul Jen-Hwa Hu. "Teaching Radiological Image Reading: A Support SystemArizona." Intelligent Tutoring Media 5, no. 3-4 (December 1994): 121–30. http://dx.doi.org/10.1080/14626269409408771.

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18

Al-Hazza, Tami Craft, and Abha Gupta. "Reading Tutor Checklist: A Guide for Supplemental Reading Support for Volunteer Tutors." Preventing School Failure: Alternative Education for Children and Youth 50, no. 4 (July 2006): 15–22. http://dx.doi.org/10.3200/psfl.50.4.15-22.

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19

Roberts, Garrett J., Michael Solis, and Becky Chance. "Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes." TEACHING Exceptional Children 52, no. 2 (November 2019): 78–86. http://dx.doi.org/10.1177/0040059919874306.

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20

Chen, Qishan, Yaying Lei, Zhonglin Wen, Shutong Li, Jieying Li, and Yurou Kong. "Teacher Support, Reading Strategy and Reading Literacy: A Two-Level Mediation Model." Best Evidence of Chinese Education 2, no. 1 (May 31, 2019): 157–70. http://dx.doi.org/10.15354/bece.19.ar1036.

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21

Fleck, Bethany, Aaron S. Richmond, Hannah M. Rauer, Lisa Beckman, and Alexandra Lee. "Active reading questions as a strategy to support college students’ textbook reading." Scholarship of Teaching and Learning in Psychology 3, no. 3 (September 2017): 220–32. http://dx.doi.org/10.1037/stl0000090.

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22

Chung, Hye-seung, Eun-ha Oh, and Jong-Yun Kim. "Relationship between Parental Support on Student’s Reading at Home and Students’ Reading Attitude and Voluntary Reading." Journal of reading research 40 (August 30, 2016): 173–212. http://dx.doi.org/10.17095/jrr.2016.40.6.

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23

Toews, Samantha Gross, Jessica McQueston, and Jennifer A. Kurth. "Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs." Research and Practice for Persons with Severe Disabilities 46, no. 2 (April 22, 2021): 77–93. http://dx.doi.org/10.1177/15407969211008531.

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This systematic literature review updates and extends the findings of Hudson and Test’s 2011 review of literature on shared reading, an interactive read-aloud practice, to promote literacy skills for students with extensive support needs (ESN). Thirty-two shared reading studies are assessed and described in terms of literacy skills investigated, intervention methods, materials used, interventionists, and settings in which shared reading has been evaluated for students with ESN. The quality of each included study was analyzed and the assessment of level of research evidence was conducted using systematic processes. Results indicate that there is a moderate level of evidence for shared reading as an intervention to promote comprehension, vocabulary, and emergent literacy skills for students with ESN. Implications for practice and areas of need for future research are presented.

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24

Nakazawa, Nobuaki, Yuki Ueno, Chihiro Numata, and Toshikazu Matsui. "Notices Reading Support System Using Omnidirectional Electric Wheelchair." Journal of Life Support Engineering 27, no. 4 (2015): 148–51. http://dx.doi.org/10.5136/lifesupport.27.148.

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25

Ehara, Yo, Nobuyuki Shimizu, Takashi Ninomiya, and Hiroshi Nakagawa. "Personalized reading support for second-language web documents." ACM Transactions on Intelligent Systems and Technology 4, no. 2 (March 2013): 1–19. http://dx.doi.org/10.1145/2438653.2438666.

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26

Lederer, Susan Hendler. "Mindful Attention Activities to Support Shared Book Reading." Young Exceptional Children 21, no. 4 (July 13, 2017): 216–27. http://dx.doi.org/10.1177/1096250617720445.

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27

Bannan-Ritland, Brenda, Emily Egerton, Jen Page, and Michael Behrmann. "A performance support tool for novice reading facilitators." Performance Improvement 39, no. 6 (July 2000): 47–54. http://dx.doi.org/10.1002/pfi.4140390612.

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28

Saitoh, Takeshi. "Development of communication support system using lip reading." IEEJ Transactions on Electrical and Electronic Engineering 8, no. 6 (September 18, 2013): 574–79. http://dx.doi.org/10.1002/tee.21898.

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29

Puzio, Kelly, Christopher S. Keyes, Mikel W. Cole, and Robert T. Jiménez. "Language Differentiation: Collaborative Translation to Support Bilingual Reading." Bilingual Research Journal 36, no. 3 (October 2013): 329–49. http://dx.doi.org/10.1080/15235882.2013.845118.

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30

Hallam, Susan. "Can a rhythmic intervention support reading development in poor readers?" Psychology of Music 47, no. 5 (May 14, 2018): 722–35. http://dx.doi.org/10.1177/0305735618771491.

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There is increasing interest in the wider benefits of music in relation to reading, although relatively little evidence relating to the role that music might play in developing literacy skills in those experiencing difficulties. The research reported here explores the impact of a rhythmic intervention involving clapping, stamping, and chanting to music while following notation on a chart. The intervention took place for 10 minutes each week over a 10-week period with groups of 10 children, who had lower than average reading scores. The children were in the first year of secondary school (11–12 years old). The NARA II test was selected to assess reading accuracy, comprehension, and reading rate before and after the intervention with alternative forms of the test being used. Pupils ( N = 354) attending six secondary schools in the UK participated and were randomly allocated to control (174) and intervention groups (180). Multivariate analysis of variance of change scores across the period of the intervention revealed statistically significant differences between control and intervention groups in reading accuracy ( p = .014) and comprehension ( p = .001) but not in reading rate. The differences in reading accuracy were equivalent to 1.38 standardized scores and reading comprehension, 2.33 standardized scores.

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Klauda, Susan Lutz, and Allan Wigfield. "Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations." Journal of Literacy Research 44, no. 1 (December 27, 2011): 3–44. http://dx.doi.org/10.1177/1086296x11431158.

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32

Jung, Pyung-Gang, Jonghun Kim, Jung Hun Kim, and Seoheon Ahn. "Examining the Usability of Reading Fluency Support System for Students at Risk in Reading." Special Education Research 20, no. 2 (May 31, 2021): 5–29. http://dx.doi.org/10.18541/ser.2021.02.20.2.5.

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33

Hall, Colby, and Marcia A. Barnes. "Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities." Intervention in School and Clinic 52, no. 5 (December 5, 2016): 279–86. http://dx.doi.org/10.1177/1053451216676799.

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Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.

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Knowlton, M., and R. Wetzel. "Braille Reading Rates as a Function of Reading Tasks." Journal of Visual Impairment & Blindness 90, no. 3 (May 1996): 227–36. http://dx.doi.org/10.1177/0145482x9609000312.

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This study of the cognitive processes of braille reading compared the reading of 23 adult braille readers in four different reading conditions: oral reading, silent reading, studying, and scanning. The findings provide support for the idea that braille reading is process driven and that reading rates vary, depending on the purpose of the reading task.

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35

Chen, Danlei, and Gale Macleod. "Effectiveness of Digital Tools to Support Pupils' Reading in Secondary School." International Journal of Mobile and Blended Learning 13, no. 2 (April 2021): 1–16. http://dx.doi.org/10.4018/ijmbl.2021040101.

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Engagement with reading falls around the age of 11 or 12, and there is widespread concern with levels of literacy amongst adolescents. Most research examines how digital tools facilitate preschoolers' reading or reading motivation outside school. Less research is conducted in the school context, particularly with older pupils. This article reports a systematised review to investigate the effectiveness of digital tools for supporting reading in secondary schools. Two thousand three hundred ninety-six articles were screened with 10 selected for review. The empirical evidence is examined, definitions of effectiveness, and facilitators and barriers are identified. Findings show the evidence base is varied, but robust; digital tools are effective in motivating adolescents' reading interest, and improving their reading skills and test scores; teachers are key facilitators in the process. Findings are in line with research with younger age-groups suggesting the transferability of research across a wide age-range. Implications for practice and suggestions for developing research in this area are identified.

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36

Fenty, Nicole S. "Using Anticipation Guides to Support Comprehension of Science Informational Text." Intervention in School and Clinic 54, no. 3 (May 15, 2018): 141–48. http://dx.doi.org/10.1177/1053451218767902.

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Students with learning disabilities (LD) in reading often struggle to succeed due to difficulties with reading comprehension. Comprehension difficulties can impact access to a variety of text types, including informational texts. Researchers suggest that students with LD in reading require explicit comprehension supports before, during, and after reading. This article outlines the use of a comprehension tool, anticipation guides (AGs), a type of advance organizer especially suited for use with informational text. A brief summary of the literature surrounding the use of advance organizers in elementary settings is provided. General steps for planning and adapting instruction using AGs are also included. In addition, planning and instructional steps are contextualized using a science illustration. Finally, conclusions are offered.

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37

Chen, Ru San, and Frank R. Vellutino. "Prediction of Reading Ability: A Cross-Validation Study of the Simple View of Reading." Journal of Literacy Research 29, no. 1 (March 1997): 1–24. http://dx.doi.org/10.1080/10862969709547947.

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The Simple View of Reading, as originally articulated by Gough and Tunmer (1986), proposes that reading comprehension ability can be predicted by the product term of two components: decoding and listening comprehension (R = D × L). Based on a longitudinal study evaluating developmental reading in bilingual children, Hoover and Gough (1990) reported results providing initial support for the model. The present study attempted to cross-validate the Simple View of Reading using a sample of children with English as their first language. Results support the idea that reading comprehension ability can be decomposed into decoding and listening comprehension abilities, but they do not support the assumption that all or most of the substantive variance in reading comprehension can be explained by the multiplicative combination of decoding and listening comprehension. They do, however, support a more complicated version of the model, which requires the inclusion of both the linear and the product terms in predicting reading comprehension from decoding and language comprehension (R = D + L + D × L).

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38

Grindle, Corinna, Olivia Kurzeja, Emily Tyler, Maria Saville, J. Carl Hughes, Richard P. Hastings, and Freddy Jackson Brown. "Teaching Children with Autism Reading Comprehension Skills using Online Reading Instruction: Preliminary Evaluation of Headsprout Reading Comprehension®." Journal of International Special Needs Education 23, no. 1 (April 1, 2020): 1–12. http://dx.doi.org/10.9782/jisne-d-17-00008.

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Abstract Children with autism often exhibit difficulties with reading comprehension. Recent studies have demonstrated positive outcomes for typical learners from the internet-based reading comprehension program, Headsprout Reading Comprehension®. In the present study, a preliminary evaluation of HRC was conducted with six children with autism. The primary aim was to investigate whether it would be feasible to use HRC with children with autism and whether any adaptations to the standard teaching procedure and extra support would be needed. A secondary aim was to investigate the potential of HRC to improve reading comprehension skills. The study used a multiple case series design with six children. Results are discussed with reference to increased reading comprehension ability in the six children and the practical strategies required to support children with autism so that they may benefit from the program.

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39

Korat, Ofra, and Daphna Shneor. "Can e-books support low SES parental mediation to enrich children’s vocabulary?" First Language 39, no. 3 (January 11, 2019): 344–64. http://dx.doi.org/10.1177/0142723718822443.

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This study examines whether an e-book with a dictionary could support parents’ mediation of new words during shared book reading, more than the child’s independent reading of an e-book with and without a dictionary. The participants included 128 kindergartners and 64 mothers who were randomly divided into four groups: independent reading of the e-book with a dictionary; joint mother–child reading of the e-book without a dictionary; joint mother–child reading of the e-book with a dictionary, and independent reading of the e-book without a dictionary (control). For each target word, the dictionary presented (1) word meaning, (2) word meaning within the story context, and (3) a combined meaning. Pre- and posttests included receptive and expressive understanding of the dictionary words. E-books were read four times. Reading the e-book with a dictionary and maternal mediation was the most effective for receptive and expressive word learning, followed by independent reading with the dictionary. Mothers who read the e-book with a dictionary mediated at a higher level than mothers who read without a dictionary. The intervention contributed to advancement in learning new words beyond children’s initial vocabulary level. The research implications are presented in the discussion.

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40

Br Ginting, Meta Melisa, Mutsyuhito Solin, and Wisman Hadi. "Development of Children's Literature Reading Materials to Support SDN 028228 Binjai Student Literacy Activities." Britain International of Linguistics Arts and Education (BIoLAE) Journal 3, no. 1 (March 30, 2021): 101–7. http://dx.doi.org/10.33258/biolae.v3i1.415.

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This research is motivated by the lack of availability of reading materials for children's literature, reading materials that are not suitable for the age of growth and development of children's psychology, then students have an interest in reading, and reading habits are not yet entrenched, so it is necessary to develop varied reading materials and support students in activities. literacy. Children's literature reading materials are needed at SDN 028228 Binjai to support students' literacy activities. This study aims to determine the results of the development of children's literature reading materials in the form of comics to support literacy activities of SDN 028228 Binjai students. The research method used was research and development (Research and Development) by Borg and Gall. The results showed that (1) The reading material development process was carried out in several stages, namely preliminary studies, initial product development and product testing. (2) The results of the reading material feasibility test show that (a) the result of the material expert's validation on the reading material as a whole is 83.3% with the criteria of "very good". (b) the results of the validation by design experts on the reading material as a whole obtained data 88.3% with "very good" criteria. (c) the results of the overall classroom teacher assessment of the reading material obtained an average of 91% with the criteria "very good" (3) The results of the effectiveness of the development of reading materials show that (a) the results of individual trials on reading materials obtained an average of 79.6% with the criteria "good ", The results of small group trials on reading materials obtained an average of 88.2% with the criteria" very good ", limited field test results on reading materials obtained an average of 90.1% with the criteria" very good ". (b) the results of the quality of using children's literature in the form of comics to support students' literacy activities were obtained an average of 88.65% (posttest), while before the use of children's literature in the form of comics, the average was 68.40% (pretest). The difference in value is 20.25% which means that children's literature reading material in the form of comics can improve the results of students' literacy activities from before. The implications of this research are (1) children's literary reading materials to support students 'literacy activities can increase students' knowledge of North Sumatra folklore; (2) the results of this study can enrich the treasury of science in order to increase creativity in the development of reading materials, especially those related to the development of children's literature reading materials in North Sumatra.

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41

Roued-Cunliffe, H. "Towards a decision support system for reading ancient documents." Literary and Linguistic Computing 25, no. 4 (October 21, 2010): 365–79. http://dx.doi.org/10.1093/llc/fqq020.

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42

DAVIDSON, JOHAN, and PETER NOYES. "Computer-generated speech-feedback as support for reading instruction." Support for Learning 10, no. 1 (February 1995): 35–39. http://dx.doi.org/10.1111/j.1467-9604.1995.tb00008.x.

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43

Biancarosa, Gina, and Gina G. Griffiths. "Technology Tools to Support Reading in the Digital Age." Future of Children 22, no. 2 (2012): 139–60. http://dx.doi.org/10.1353/foc.2012.0014.

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44

Scruton, Hilary. "Using Motivational Tactics to Support Children with Reading Disabilities." International Journal of Elementary Education 3, no. 4 (2014): 92. http://dx.doi.org/10.11648/j.ijeedu.20140304.11.

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45

Lewis, Janice. "Support for Reading and Writing as Shared Developmental Processes." Journal of College Reading and Learning 18, no. 1 (January 1985): 75–81. http://dx.doi.org/10.1080/10790195.1985.10850263.

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46

Schneider, Jennifer L., and Rachel Foot. "Teaching Strategies to Support Vocational Education Students’ Reading Literacy." Clearing House: A Journal of Educational Strategies, Issues and Ideas 86, no. 1 (November 26, 2012): 32–36. http://dx.doi.org/10.1080/00098655.2012.731021.

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47

Griffiths, Dominic, and Kevin Woods. "School processes in providing reading support in GCSE examinations." British Journal of Special Education 37, no. 4 (December 2010): 180–89. http://dx.doi.org/10.1111/j.1467-8578.2010.00478.x.

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Mason-Egan, Pamela. "Revaluing Readers and Reading in a College Support Program." Open Words: Access and English Studies 3, no. 1 (2009): 29–44. http://dx.doi.org/10.37514/opw-j.2009.3.1.03.

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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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Abstract:

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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Rozenfelde, Marite, Regina Ogrina, and Daniela Boneva. "READING DISORDERS AND DYSLEXIA IN THE PROCESS OF READING SKILLS ACQUISITION." Education Reform: Education Content Research and Implementation Problems 1 (June 16, 2020): 25. http://dx.doi.org/10.17770/er2020.1.5315.

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The paper describes research on the situation in the primary education classrooms of Latvian educational institutions regarding the detection and correction of reading disorders and dyslexia in the framework of the Erasmus + K2 project "Dyslexia Assessment Protocol (DAP)" (2019-1-LV01-KA201-060355). The results of research showed that the behaviour of primary school teachers in situations, when reading disorders are identified, varies, but most of the correction work and support in educational institutions is provided by the speech therapist. It is important to carry out the professional development of primary school teachers by providing an understanding of the terms "reading disorders" and "dyslexia", knowledge of further actions in reading disorders and dyslexia cases, support opportunities for pupils and parents, as well as collaboration with a speech therapist. Teachers recognize the need for a common methodological material for native language teachers for work with children with reading disorders or dyslexia in order to ensure that teachers, regardless of professional experience or knowledge, work as homogeneous as possible. It would also serve as a good argument for talking to pupils' parents.

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