Two approaches to training phonemic manipulation

Thesis (Ph. D.)--University of Washington, 1992Educators are passionately concerned about children who fail traditional types of reading instruction, thus the research in phonemic awareness is pursued with fervor and commitment. Correlational studies revealed strong relationships among phonemic skills and reading, but questions of instructional accessibility, facilitative qualities among phonemic manipulations and the comparative effects of trained and "naturally" developing skills on reading will only be understood through intervention research. This study contrasts the effects of training low-skilled kindergarten children in two types of phonemic manipulation: (1) auditory blending and segmenting, and (2) global training encompassing activities in rhyming, segmenting, blending, identifying the first sound, sound-to-word matching, alliteration, and deletion. Both treatments included training in letter-sound correspondences. Two control conditions were also introduced: (3) letter-sound correspondences only, and (4) no treatment.354 children attending regular kindergarten programs were tested on phonemic manipulation skills, then 99 low-skilled children were randomly assigned to one of the four conditions and instructed in small groups, twice weekly for 15 minutes each session over ten weeks. Following instruction, treatment effects were tested on the acquisition of phonemic manipulation skills, on a reading analog task, and spelling.Posttest measures demonstrated large changes in skill level among initially low-skilled children in the two phonemic treatments, however, I found no differences in phonemic skills and reading between the two types of phonemic training. Children in both phonemic treatments performed higher than other low-skilled children on phonemic tasks, and higher than no-treatment control in reading and spelling. They also scored comparably to children who began the study with high phonemic skills. The children taught only to blend and segment were able to pick off the first sound and to substitute and delete phonemes on the Lindamood Auditory Conceptualization Test as well as children in the group taught to perform these manipulations. Only short term effects (end of the training period) were assessed in this study.The results suggest that prereading children initially low in phonemic skills can be taught phonemic manipulations, that instruction in blending and segmenting generalizes to other kinds of phonemic manipulation, and that training may transfer to initial attempts to read and spell

Early response-to-intervention measures and criteria as predictors of reading disability in the beginning of third grade.

We explored the usefulness of first and second grade reading measures and responsiveness criteria collected within a response-to-intervention (RtI) framework for predicting reading disability (RD) in third grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors of RD were analyzed using logistic regression; isolated measure/criteria combinations for predicting RD were analyzed using classification analysis. Models yielded superior classification rates compared to single measure approaches and did not systematically misclassify English learners. However, particular first and second grade measure/criteria combinations also showed promise as isolated predictors of RD in word reading/text fluency. Model-based approaches were required for acceptable classification of students with RD in comprehension. Although the former finding is promising for early identification of students in need of more intensive instruction in lexical or fluency-based skills, the latter finding reaffirms literature attesting to the complexity of RD in comprehension and difficulty of predicting deficits using early measures of reading, which primarily assess word reading skill. Results replicated well with an independent sample, thus enhancing confidence in study conclusions. Implications regarding the use of RtI for predicting RD are discussed

Early response-to-intervention measures and criteria as predictors of reading disability in the beginning of third grade.

We explored the usefulness of first and second grade reading measures and responsiveness criteria collected within a response-to-intervention (RtI) framework for predicting reading disability (RD) in third grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors of RD were analyzed using logistic regression; isolated measure/criteria combinations for predicting RD were analyzed using classification analysis. Models yielded superior classification rates compared to single measure approaches and did not systematically misclassify English learners. However, particular first and second grade measure/criteria combinations also showed promise as isolated predictors of RD in word reading/text fluency. Model-based approaches were required for acceptable classification of students with RD in comprehension. Although the former finding is promising for early identification of students in need of more intensive instruction in lexical or fluency-based skills, the latter finding reaffirms literature attesting to the complexity of RD in comprehension and difficulty of predicting deficits using early measures of reading, which primarily assess word reading skill. Results replicated well with an independent sample, thus enhancing confidence in study conclusions. Implications regarding the use of RtI for predicting RD are discussed

Neurofeedback as an intervention to improve reading achievement in students with attention-Deficit/hyperactivity disorder, inattentive subtype

Research consistently demonstrates that attention deficits have a deleterious effect on academic achievement. Impairments in attention, and not hyperactivity/impulsivity, are associated with learning difficulties and academic problems in students with attention-deficit/hyperactivity disorder (ADHD). To date, most studies have focused on symptoms of hyperactivity/impulsivity, with little research being conducted on interventions for students with ADHD, inattentive subtype. This study examines the use of neurofeedback as an intervention to improve reading achievement in a public school setting. A multiple-baseline-across-participants single-case model was used to assess five fourth-grade students who received 40 daily sessions of neurofeedback. Following the intervention, improvements were observed on objective measures of attention: a continuous performance test (Integrated Visual and Auditory Continuous Performance Test [IVA+Plus]) and/or a testof shifting attention (CNS Vital Signs, Shifting Attention Test [CNS-VS, SAT]). Results on tests of reading fluency revealed little change, although participants demonstrated gains on a measure of reading comprehension (Gray Oral Reading Tests–Fifth Edition [GORT-5]). Results suggest that neurofeedback helped participants to become more accurately engaged with the text with more focused attention to content. Thus, neurofeedback may be a viable option to assist children with attention deficits for improving both attention and reading achievement

Neurofeedback as an intervention to improve reading achievement in students with attention-Deficit/hyperactivity disorder, inattentive subtype

Research consistently demonstrates that attention deficits have a deleterious effect on academic achievement. Impairments in attention, and not hyperactivity/impulsivity, are associated with learning difficulties and academic problems in students with attention-deficit/hyperactivity disorder (ADHD). To date, most studies have focused on symptoms of hyperactivity/impulsivity, with little research being conducted on interventions for students with ADHD, inattentive subtype. This study examines the use of neurofeedback as an intervention to improve reading achievement in a public school setting. A multiple-baseline-across-participants single-case model was used to assess five fourth-grade students who received 40 daily sessions of neurofeedback. Following the intervention, improvements were observed on objective measures of attention: a continuous performance test (Integrated Visual and Auditory Continuous Performance Test [IVA+Plus]) and/or a testof shifting attention (CNS Vital Signs, Shifting Attention Test [CNS-VS, SAT]). Results on tests of reading fluency revealed little change, although participants demonstrated gains on a measure of reading comprehension (Gray Oral Reading Tests–Fifth Edition [GORT-5]). Results suggest that neurofeedback helped participants to become more accurately engaged with the text with more focused attention to content. Thus, neurofeedback may be a viable option to assist children with attention deficits for improving both attention and reading achievement

Access to a responsiveness to intervention model: does beginning intervention in kindergarten matter?

In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with 208 cohort peers who were average readers and 102 historical control condition second grade poor readers who did not receive Tier 2 intervention. Results demonstrated significant effects on reading achievement for access to RtI in kindergarten at the end of first grade (effects averaged 0.48), but not in second grade, except for students who were English language learners (ELLs), who showed an advantage through the end of second grade. Students with access to RtI overall had significantly higher outcomes at the end of Grade 2 than students in the historical control, with no differences resulting from ELL status. No significant difference in the proportion of students placed in special education was noted; however, a greater proportion of the students found eligible as with learning disabilities had poor reading scores if they were placed after participating in RtI

Building Better Bridges: Teaching Adolescents Who Are Poor Readers in Eighth Grade to Comprehend History Text

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

Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School.

In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04)