Designing an Intervention in Reading and Self-Regulation for Students with Significant Reading Difficulties, Including Dyslexia

Autor/inn/en	Denton, Carolyn A.; Montroy, Janelle J.; Zucker, Tricia A.; Cannon, Grace
Titel	Designing an Intervention in Reading and Self-Regulation for Students with Significant Reading Difficulties, Including Dyslexia
Quelle	In: Learning Disability Quarterly, 44 (2021) 3, S.170-182 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719899479
Schlagwörter	Intervention; Program Development; Reading Skills; Self Management; Reading Difficulties; Dyslexia; Grade 2; Grade 3; Grade 4; Elementary School Students; Elementary School Teachers; Teaching Methods; Program Effectiveness; Reading Strategies; Program Implementation; At Risk Students; Students with Disabilities; Limited English Speaking; Reading Fluency; Word Study Skills; Decoding (Reading); Reading Comprehension; Texas; Test of Word Reading Efficiency; Woodcock Johnson Tests of Achievement; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Programmplanung; Reading skill; Lesefertigkeit; Selbstmanagement; Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Wortschatzanalyse; Dekodierung; Leseverstehen
Abstract	The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4. Student outcomes were compared using a quasi-experimental design; some teachers provided the research intervention (Idea Detectives [ID] group), whereas others provided the reading interventions typically offered in their schools (business-as-usual [BAU] group). Nearly 90% of BAU students received alternate evidence-based interventions. Results showed that student outcomes did not differ between the ID and BAU groups. Observational data indicated that revisions were needed to improve the intervention's feasibility, and qualitative teacher data identified barriers to consistent implementation, as well as strengths and shortcomings of the intervention. Teacher data suggested strong support for the inclusion of self-regulation instruction with reading intervention. This study illustrates the importance of teacher-researcher collaborations for the development of instructional interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01