A Reading Instruction Intervention Program for English-Language Learners Who Are Struggling Readers

Autor/inn/en	Tam, Kai Yung; Heward, William L.; Heng, Mary Anne
Titel	A Reading Instruction Intervention Program for English-Language Learners Who Are Struggling Readers
Quelle	In: Journal of Special Education, 40 (2006) 2, S.79-93 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
Schlagwörter	Error Correction; Reading Instruction; Language Fluency; Intervention; Comprehension; Vocabulary Development; Sentences; Oral Reading; Reading Rate; English (Second Language); Second Language Learning; Program Evaluation; Reading Programs + Suchen Sie Ihr Suchwort? Korrektur; Leseunterricht; Language skill; Language skills; Sprachkompetenz; Verstehen; Verständnis; Wortschatzarbeit; Sentence analysis; Satzanalyse; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading readiness; Reading speed; Lesegeschwindigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Programme evaluation; Programmevaluation
Abstract	We used a multiple baseline across students design to evaluate the effects of an intervention program consisting of vocabulary instruction, error correction, and fluency building on oral reading rate and comprehension of five English-language learners who were struggling readers in a primary school. During the first intervention condition (new passage each session), the first author (a) explained the meanings of new vocabulary words from the session's passage, used each vocabulary word in a sentence, and asked the learner to use each word in a sentence; (b) corrected oral reading errors during the learner's initial oral reading of the passage; (c) asked the learner to read the passage as fast as she or he could for three consecutive trials; and (d) asked five literal comprehension questions about the passage. The same procedures were used during the second intervention condition (same passage to criterion), except the same passage was used across sessions until the learner reached a predetermined number of words read correctly per minute. During the "new passage each session" condition, the oral reading rate of all five learners showed marked improvements over their performance during baseline. During the "same passage to criterion" condition, four of five learners reached the predetermined fluency criterion of 100 correct words per minute. The mean number of comprehension questions answered correctly per session was notably higher during both intervention conditions than during baseline. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10