| Reorganizing the instructional reading components: could there be a better way to design remedial reading programs to maximize middle school students with reading disabilities' response to treatment? | |
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MedLine Citation:
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PMID: 20087694 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program to increase sensitivity to instruction for middle school students with reading disabilities (RD). Three different modules (Alternating, Integrated, and Additive) of the Reading Achievement Multi-Modular Program were implemented with 90 middle school (sixth to eighth grades) students with reading disabilities. Instruction occurred 45 min a day, 5 days a week, for 26 weeks, for approximately 97 h of remedial reading instruction. To assess gains, reading subtests of the Woodcock Johnson-III, the Gray Silent Reading Test, and Oral Reading Fluency passages were administered. Results showed that students in the Additive module outperformed students in the Alternating and Integrated modules on phonological decoding and spelling and students in the Integrated module on comprehension skills. Findings for the two oral reading fluency measures demonstrated a differential pattern of results across modules. Results are discussed in regards to the effect of the organization of each module on the responsiveness of middle school students with RD to instruction. |
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Authors:
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Mary Beth Calhoon; Alexia Sandow; Charles V Hunter |
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Publication Detail:
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Type: Journal Article; Research Support, N.I.H., Extramural Date: 2010-01-20 |
Journal Detail:
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Title: Annals of dyslexia Volume: 60 ISSN: 1934-7243 ISO Abbreviation: Ann Dyslexia Publication Date: 2010 Jun |
Date Detail:
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Created Date: 2010-06-21 Completed Date: 2010-09-16 Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 8406611 Medline TA: Ann Dyslexia Country: United States |
Other Details:
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Languages: eng Pagination: 57-85 Citation Subset: IM |
Affiliation:
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Georgia State University, Atlanta, GA, USA. mbcalhoon@gsu.edu |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Adolescent Adult Child Comprehension Dyslexia / therapy* Education, Special Educational Status Female Humans Language Linguistics Male Psychological Tests Reading* Teaching / methods* |
| Grant Support | |
ID/Acronym/Agency:
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1R03HD048988.H/HD/NICHD NIH HHS |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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