Combining the Word Box Intervention and Syllabication to Support the Acquisition of Advanced Decoding Skills

Many students struggle to read multisyllable words (Burns et al., 2017). These students may benefit from additional support to move from the full-alphabetic phase to the consolidatedalphabetic phase of reading acquisition to proficiently read multisyllable words (Bhattacharya & Ehri, 2004). There is limited research on advanced phonics interventions such as syllable instruction which may benefit older struggling readers (Devault & Joseph, 2004). It was hypothesized that the merger two evidenced-based practices, graphosyllabic analysis of syllables with the word boxes intervention, would help students in the consolidated-alphabetic phase improve their multisyllable word reading by providing visual supports for segmenting longer words into syllables. At the time of this study, there was no known research on using word boxes for advanced decoding skills. Therefore, the purpose of this study was to examine the utility of extending word boxes to syllable instruction as a targeted intervention for students who struggle to fluently and accurately read multisyllable words. Five third- and fourth-grade students in a German immersion school participated in a single-subject multiple baseline across participants research study. They received 24 sessions of a syllabication intervention using word boxes and a researcher-developed curriculum of scaffolded scripted lessons. Results on a researcherdeveloped proximal measure indicated gradual and variable effects based on visual analysis and small to moderate effect sizes using baseline-corrected Tau (Tarlow, 2017). Pre- and postintervention assessments indicated mixed generalized gains with consistent improvement in word attack skills but increased risk on oral reading fluency. Some participants benefited more than others. Social validity measures indicated participants and research assistants considered the intervention to be acceptable. Given these mixed results, the intervention is not suggested for use in schools at this time. However, there is a need to further research syllabication interventions. Possible improvements to this intervention were identified through this study, which may provide opportunities for future research. Validating measures to monitor student progress in multisyllable word decoding is another potential area for future research

Effective Instruction for Middle School Students with Reading Difficulties: The Reading Teacher’s Sourcebook

Complete Booklet (410 pages) ----  Introduction and Table of Contents ----  Chapter One: Overview of Assessment at the Secondary Level ----  Chapter Two: Selecting and Administering Assessments ----  Chapter Three: Using Assessment Results to Plan Instruction ----  Chapter Four: Components of Effective Instruction ----  Chapter Five: Delivering Effective Instruction ----  Chapter Six: Comprehension ----  Chapter Seven: Vocabulary ----  Chapter Eight: Fluency ----  Chapter Nine: Word Recognition ----  Appendix: Part One ----  Appendix: Part Two ----  References and Resources ---- Educatio

An algorithm for segment durations in a reading machine context

Also issued as a Ph.D. thesis in the Dept. of Electrical Engineering, 1970.Bibliography: p.114-115.Contract DA 28-043-AMC-02536(E).[by] Thomas P. Barnwell III

Online Assessment of Morphological Awareness in Grades 2–4: Its Development and Relation to Reading Comprehension

The aims of the study are to construct an online instrument to assess different aspects of morphological awareness and to examine its development and its relation to reading comprehension in grades 2–4 in Hungarian children. Altogether, 4134 students were tested. The online test evaluated inflectional, derivational, and compound morphological skills with five subtests. The instrument proved to be reliable. CFA examinations revealed that the five subtests were empirically distinguishable dimensions. Inflectional, derivational, and compound morphology as the three main dimensions of morphological awareness were also empirically supported by our data. Morphological awareness skills improved significantly and developed in parallel with reading skills throughout grades 2–4. The increase in the development of morphological awareness from grade 2 to grade 3 tends to be faster than the growth between grade 3 and 4. Positive moderate correlations were found between morphological skills and reading comprehension and the relationships seem to be stable throughout the three grades. The most significant predictor of reading comprehension is the Affix Identification for Nonwords subtest. Our study showed that morphological awareness could be assessed efficiently through online media and drew attention to the importance of morphological awareness in the development of reading comprehension and linguistic intelligence

Phonological Processing Differences Between Good and Poor Readers at the College Level

Curriculum and Instructio

The effects of a reading intervention with the spot-and-dot syllabication strategy in conjunction with the vowel pattern chart

This study investigated the effects of a 14-week reading intervention, which included using the Spot-and-Dot Syllabication Strategy (Cheyney and Cohen, 1999) in conjunction with an adjusted Vowel Pattern Chart (Cheyney and Cohen, 1999) with one student who attended a mid-western metropolitan literacy center. The student received instruction that allowed him to segment multisyllabic words through awareness of the vowel/syllable patterns. Pre- and posttest assessments were administered with the Reading Dr. Seuss Words!!! (Santa & Hoien, 1999) and the Power Pattern Placement Survey (Cheyney and Cohen, 1999). Posttest results showed he had significant improvement of p = 03 on Reading Dr. Seuss Words!!! (1999) and p = 01 on the Power Pattern Placement Survey (1999). These results show that the use of this intervention strategy helped this struggling reader recognize vowel/syllable patterns. Further research is needed to determine the effects of this intervention with small intervention groups and/or in a regular classroom environment

Adult Basic Education: An Instructional Program Plan

The project provides a comprehensive instructional program guide for Adult Basic Education at Centralia College. The project plan will be utilized to help track activities and illustrate accountability, assist in program evaluation, to clarify individual program objectives, end to provide guidelines and assistance to other programs facing similar problems. The project provides the following information: the setting description, the program mission statement, the instructional model, the component plans, the organization and staffing, progrem evaluation and a program improvement plan

Reading Mastery Versus Word Study Instruction as it Pertains to Third Graders\u27 Reading Achievement Scores

This study was conducted in order to compare two phonics-based approaches to teaching reading. The two approaches were Reading Mastery (SRA Macmillan/McGraw-Hill, 1995) and Word Study (Bear et al. 1996). While Reading Mastery has been compared to other reading methods to examine the effectiveness of instruction with reading achievement measures, there are no studies that compare Word Study to other methods of reading instruction. The purpose of the present study was to compare Reading Mastery and Word Study instruction groups in terms of reading achievement scores. This study included 36 third grade students, 18 in each group. All students were measured with the Comprehensive Test of Basic Skills- Terra Nova (CTB/McGraw-Hill, 1991). The results from this study suggest that there was not a significant difference between the Reading Mastery and Word Study groups as measured by the reading scores of the Comprehensive Test of Basic Skills (CTBS). However, the Word Study instruction group was significantly higher in the areas of Spelling and Word Analysis on the CTBS

A QUALITATIVE STUDY OF LITERACY TUTORING IN VIRTUAL ENVIRONMENTS DURING THE COVID-19 PANDEMIC: INSTRUCTIONAL AND RELATIONAL PRACTICES TO SUPPORT LEARNERS WITH DYSLEXIA

This qualitative collective case study examined the relational and professional practices literacy tutors used to support learners with dyslexia in virtual learning environments during the COVID-19 pandemic. Through individual interviews, literacy tutors who rapidly transitioned to online teaching described their lived experiences during this historic time. Three themes were identified through cross-case analysis: adapting instructional practices to virtual environments, caring for students and parents, and reflecting on professional practice. The results of this study described evidence which suggests implications for future practice, including teacher preparation, virtual tutoring, and reflective teaching