Acquisition and Generalization of Word Decoding in Students with Reading Disabilities by Integrating Vowel Pattern Analysis and Children's Literature

Autor/inn/en	Cohen, E. Judith; Brady, Michael P.
Titel	Acquisition and Generalization of Word Decoding in Students with Reading Disabilities by Integrating Vowel Pattern Analysis and Children's Literature
Quelle	In: Education and Treatment of Children, 34 (2011) 1, S.81-113 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Decoding (Reading); Intervention; Novelty (Stimulus Dimension); Childrens Literature; Reading Difficulties; Vowels; Learning Disabilities; Generalization; Grade 2; Teaching Methods; Reading Instruction; Elementary School Students; Program Effectiveness; Intelligence Quotient; Gates MacGinitie Reading Tests; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Dekodierung; 'Children''s literature'; Kinderliteratur; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; School year 02; 2. Schuljahr; Schuljahr 02; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Intelligenzquotient
Abstract	This study investigated the effects of a reading intervention that integrated vowel pattern analysis and children's literature on the word decoding performance of second graders with reading disabilities. The intervention evaluated students' abilities to decode a set of training words using 3 common vowel patterns (syllable types), in isolation and in context. Additional sets of novel words and nonsense words using the same vowel patterns were presented to evaluate generalization of the reading intervention. A multiple-baseline design across vowel patterns was used to analyze the experimental effects of the decoding performance of 5 students. All 5 second graders demonstrated substantial gains in their ability to decode words with the 3 vowel patterns. The students increased their accuracy reading words in isolation, as well as in context. In addition, all students increased their decoding accuracy of both novel a nd nonsense generalization words. These increases in decoding accuracy were maintained during follow-up observations. The effects suggest the value of integrating code-based and meaning-based teaching strategies when designing interventions for students with reading disabilities. (Contains 5 tables and 10 figures.) (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10