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A week or so ago, I had the pleasure to be interviewed as part of a survey conducted by Ioanna Cionea, an associate professor at the University of Oklahoma. At [...]

Certains apprentissages, réalisés à l'intérieur de séances rééducatives, ne se transfèrent pas à la compétence à lire des élèves en difficulté lors de situations authentiques de lecture. Cette étude a donc vérifié l'efficacité d'une intervention orthopédagogique basée sur l'enseignement explicite et stratégique en lecture sur le transfert d'habiletés d'identification de mots en situation authentique de lecture chez des élèves en difficulté du primaire. Un devis expérimental à cas unique a permis de mesurer les progrès des participants (N = 3) qui ont bénéficié d'une rééducation pendant quatre semaines. Les résultats montrent dans quelle mesure l'intervention a favorisé ou non l'apprentissage et le transfert pour ces élèves. Mots clés: Transfert des apprentissages, apprentissage de la lecture, orthopédagogie, élèves en difficulté d'apprentissage, école primaire Many authors have shown that abilities related to decoding, acquired through intensive reading interventions, did not transfer to the general ability to read text. This study aimed to test the effectiveness of a remediating reading intervention based on explicit and strategic teaching regarding transfer of knowledge in Grade 2 and 3 students experiencing reading difficulties. A multiple baseline design allowed to measure participants' (N = 3) progress during the four weeks remediating intervention. The results show how the intervention fostered learning and transfer of knowledge for the students involved in the research. Keywords: Transfer of knowledge, reading development, resource room teaching, struggling readers, elementary school, Introduction et problématique Les recherches relatives à l'intervention en lecture ont démontré que la capacité à identifier les mots écrits est généralement le point faible des élèves en difficulté (Torgesen, [...]

The primary goal of this study was to examine media behaviors in college students with an emphasis on sex and reading ability differences in reading behavior. 209 undergraduate students participated. [...]

The causal effects of a voluntary summer reading intervention on children's reading activities and reading achievement were assessed in a randomized experiment involving 331 children in Grades 1-5. Children were pretested in the spring on a standardized test of reading achievement (Stanford Achievement Test, 10th ed.), on the Elementary Reading Attitudes Survey, and on a reading preference survey. At the end of the school year, children were stratified by their grade level and classroom and were randomly assigned to receive 10 books matched to their reading levels and preferences during summer vacation or after the administration of posttests. Children in the treatment group received books through airmail in July and August. In September, children were readministered the reading test and completed a survey of their summer reading activities. Although the treatment group reported reading more books and participating in more literacy activities than did the control group, there was no significant difference in reading achievement. Recommendations for enhancing the effects of voluntary reading through teacher-directed instruction and for conducting a replication study are discussed. Keywords: voluntary reading, summer reading, randomized experiments

Byline: Dolores Perin (1), Alla Keselman (2), Melissa Monopoli (1) Keywords: community college students; composing from sources; informational writing; reading and writing processes; remedial students Abstract: Community college remedial reading studentscomposed an informational report from sources,a task commonly assigned in higher educationthat integrally combines reading and writingprocesses. Productivity, use of source text,reproductions, accuracy, and inclusion of keyideas were analyzed as a function of twoexogenous variables, text density (high, low)and domain (health, business), and twoendogenous variables, prior knowledge andgeneral literacy skill. Text densityinteracted with literacy skill forproductivity, and with prior knowledge foraccuracy. Individuals with lower literacy orprior knowledge scores were at a disadvantagewith high but not low density source text. Domain affected productivity, use of source,and inclusion of key ideas: health text wasassociated with superior performance. Domaineffects may be explained by metacognitive ormotivational variables, or differences in thereadability of the source texts. The resultshave implications for instruction aimed atimproving community college students'preparedness for the academic demands of highereducation. Author Affiliation: (1) Teachers College, Columbia University, 525 W. 120th Street, Box 70, New York, NY, 10027, USA (2) Columbia Presbyterian Medical Center, Columbia University, Vanderbilt Clinic, New York, NY, 10027, USA Article History: Registration Date: 11/10/2004

This article describes and summarizes research studies that analyze the shared and unique contributions of phonemic awareness and rapid naming to reading development. Three questions were addressed. Does phonemic awareness [...]

Abstract. Student and teacher outcomes following the first year of implementation of an early reading intervention project designed to improve literacy outcomes in one urban school are described. The intervention [...]

Barnwell Middle School changed the way that remedial readers were taught. The poorer readers used to go out of class to a special teacher but the Educational Resource Teacher model (ERT) was introduced. ERT involved the special teacher being in the classroom alongside the class teacher. The new style meant all the children benefited, rather than just the ones who were taken out. The core teachers get help with incorporating reading and writing into their lessons and when the method was evaluated, 60% of teachers said they would choose ERT rather than pulling children out of class.

Reading instruction and grouping practices provided for students with learning disabilities (LD) by special education teachers in the resource room were examined. Fourteen special education teachers representing 13 schools were observed three times over the course of 1 year and interviewed in the beginning and end of the school year. Results indicated th,at teachers primarily provided whole group reading instruction to relatively large groups of students (5 to 19), and little differentiated instruction or materials were provided despite the wide range (3 to 5 grade levels) of reading abilities represented. Most teachers identified whole language as their primary approach to reading, and little instruction that addressed word recognition or comprehension was observed., Educational reform has been the agenda of politicians and policymakers for over a decade (Fullan, 1992; Peterson, McCarthey, & Elmore, 1996). Reform has not been limited to general education. Perhaps [...]

This Study reports results of reintegrating 23 elementary-age students with mild disabilities served in special education pull-out programs into their general education classroom for reading instruction. These students were placed into general education classrooms for reading for up to 12 weeks. Effects were evaluated using Curriculum-Based Measurement. Achievement gains for reintegrated students were evaluated in the context of the academic gains made by general education students in the same reading groups. Results showed that on average, reintegrated students made academic gains comparable with their general education counterparts. Parents and general education teachers responded favorably to the reintegration decision, and their support did not change over the course of the reintegration trial. Implications for reintegration efforts are discussed., Reintegration is the process of returning to general education classrooms those special education students who have been-served in pull-out programs such as resource rooms or self-contained classrooms. In the past [...]

The fact that many students experience difficulties learning to read is universally accepted. However, strategies for dealing with reading problems are far less universally agreed upon. This article presents a historical, theoretical and praxis-based position statement supporting the implementation of a dialogical mediated action approach to reading remediation. In contrast to traditional approaches to remediation, this approach focuses on a researcher/practitioner model which links dialogical pedagogy and mediated action. Based on a socially-contexted goal-embedded model, the dialogical mediated action approach involves pursuance of a more reflexive, dialectical process-oriented form of instruction which considers the social and cognitive contexts in which reading and learning occur through dialogue and meaningful activities. Advantages of this approach will be presented, as well as recommendations for future research on the model. This paper examined reading remediation through the Dialogical Mediated Action model, which was used as a tool for helping students in organizing and referring to information along an increasingly more decontextualized continuum. This model argues that teachers and students need an articulated understanding of their assumptions about knowledge, learning, and transfer in order to establish a clear coherent relationship between theory and practice., Introduction Literacy learners differ from one another in the ease with which they learn to read and later use their reading strategies. Indeed, the popular view is that strategy use [...]

This research attempted to improve the reading performance of dyslexic children through two different methods: reading acceleration and auditory masking. Participants were 52 dyslexic children and 52 reading-level matched normal, novice readers. Results indicated that whereas acceleration improved reading performance in both groups, auditory masking was beneficial to dyslexic children only. Furthermore, a combined condition of both acceleration and masking was the most effective in enhancing dyslexic children's comprehension. It is argued that because normal readers use the phonological route quite effectively, its masking is detrimental to performance. On the other hand, auditory masking reduces the impact of the presumed phonological impairment of dyslexic children. Analysis of decoding mistakes suggested that both manipulations might have resulted in a more effective utilization of orthographic information and enhanced top-down context effects for dyslexic and novice readers.