243 results on '"Sight word"'
Search Results
2. Benefits of Integrated Learning Support for Early Childhood Children When Learning Sight Words
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Lidbetter, Ashley, Geng, Gretchen, editor, Smith, Pamela, editor, and Black, Paul, editor
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- 2017
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3. Impact of Literacy Sessions on the Reading Abilities of Indigenous Students
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Zanki, Melanie, Geng, Gretchen, editor, Smith, Pamela, editor, and Black, Paul, editor
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- 2017
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4. The Tricky Word Wall : Motivating Young Students’ Desire to Succeed
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McNicol, Georgia, Geng, Gretchen, editor, Smith, Pamela, editor, and Black, Paul, editor
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- 2017
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5. Classwide Intervention Using Peer-Assisted Learning Strategies
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McMaster, Kristen L., Fuchs, Douglas, Jimerson, Shane R., editor, Burns, Matthew K., editor, and VanDerHeyden, Amanda M., editor
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- 2016
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6. Smart Boards, Money and the Pedagogy of Watching
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Parks, Amy Noelle, Clough, Michael P., editor, Olson, Joanne K., editor, and Niederhauser, Dale S., editor
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- 2013
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7. Supple Bodies : Cultivating A Desire to Learn
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Watkins, Megan and Watkins, Megan, editor
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- 2012
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8. Emma, a Student with Possible Learning Disabilities
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Jensen, Deborah Ann, Tuten, Jennifer A., Jensen, Deborah Ann, and Tuten, Jennifer A.
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- 2012
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9. Leaps or One Step at a Time: Skirting or Helping Engage the Debate? The Case of Reading
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Crouch, Luis, Gove, Amber K., Hawkins, John N., editor, and Jacob, W. James, editor
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- 2011
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10. Consultation Case Study
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Erchul, William P., Martens, Brian K., Erchul, William P., and Martens, Brian K.
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- 2010
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11. Skill-Building Efficacy Retraining
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Harpine, Elaine Clanton
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- 2008
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12. Fostering word fluency of struggling third graders from Germany through motivational peer-tutorial reading racetracks
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Marko Sperling, Anne Barwasser, Matthias Grünke, David L. Coker, and Karolina Urton
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Sight word ,Linguistics and Language ,Reading motivation ,media_common.quotation_subject ,Psycholinguistics ,Literacy ,Education ,Treatment and control groups ,Speech and Hearing ,Fluency ,Neuropsychology and Physiological Psychology ,Reading (process) ,Word recognition ,Mathematics education ,Psychology ,media_common - Abstract
Automation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition leads to general reading problems, as fluency is a vital prerequisite for text comprehension. Recent research shows that the percentage of struggling elementary school readers in Germany is increasing, speaking to the need for widespread implementation of effective word recognition interventions. This pilot study aims to provide preliminary evidence of the effectiveness of peer-tutorial reading racetrack training with an integrated motivational system for the sight word fluency of German struggling elementary school students. The intervention comprised twelve 15-min teaching units over a period of three weeks. To encourage reading motivation, the intervention included graphing of performance scores and a group contingency procedure. A control-experimental group design (N = 44) with pre-, post-, and two follow-up measurements (each after five weeks) was employed to investigate the impact of the treatment on decoding sight words at an appropriate speed. Results demonstrated a significant performance increase in the treatment group, relative to the control group. The effect size can be considered very high (partial η2 = .76), indicating that this brief training has the potential to enhance the word recognition of struggling elementary students.
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- 2021
13. The Influence of Sight Words Instruction in Reading Fluency in Blended Learning Context.
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AL MESAFRI, AAESHA ABDULLA and AL MESAFRI, AAESHA ABDULLA
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The action research takes a mixed method strategy to curry out demonstration and examination of the effects of Sight word instruction in reading skills in a blended learning context with year three students. The sub-objective was to demonstrate primary English teachers’ opinions on sight word instructions. The study context was in a privet school in Ras Al Khaimah, and it focused on the primary section. The sample size was thirty participants: twenty-two English primary teachers and eight students. The data collection that was used are questionnaires, Semi- Structured Interviews, and artefacts. The data collection was done through triangulation to enhance validity and reliability. The major findings were: 1) Using sight word instructions improves reading skills, especially comprehension and fluency skills. 2) Sight word instructions enhance the confidence of year three students. 3) Many English teachers in the UAE believe in the effects of sight word instructions. 4) Sight word instructions are ineffective if there is no support from other language teaching approaches. Finally, the study's limits are depicted, and further implications are supplied.
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- 2022
14. Move to Read Pilot Program for Academically Struggling Students to Improve Sight Word Performance
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Pamela Hodges Kulinna, Weiyun Chen, and Cynthia Bowers
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Sight word ,Academic learning ,Physical Therapy, Sports Therapy and Rehabilitation ,030229 sport sciences ,Experiential learning ,Education ,Physical education ,03 medical and health sciences ,0302 clinical medicine ,030225 pediatrics ,Mathematics education ,Pilot program ,Orthopedics and Sports Medicine ,Psychology - Abstract
Purpose: To present a pilot study that uses experiential learning theory to understand the effect of a Move to Read (MTR) program on student performance on a sight word test. Methods: Two groups in a school were compared. The academic struggling students (n = 37) received MTR activities in the classroom and physical education, whereas the regular academic achieving group (n = 28) only had the MTR activities in physical education during the eight and a half months’ pilot study. Students were tested using the Dolch Sight Word test. Results: Analysis of covariance showed no group differences. Repeated-measures analysis of variance showed significant increases in the sight word test for the academically struggling group over time (F2 = 152.276, p < .001, ). Conclusions: The MTR program shows promise for improving sight word performance using movement.
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- 2021
15. The Effect of a Tablet-Mediated Flashcard Intervention on the Acquisition and Maintenance of Sight-Word Phrases
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Angela Hilton-Prillhart and Kathleen B. Aspiranti
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Sight word ,genetic structures ,Reading (process) ,media_common.quotation_subject ,Intervention (counseling) ,Developmental and Educational Psychology ,Psychological intervention ,Flashcard ,Psychology ,eye diseases ,Education ,media_common ,Cognitive psychology - Abstract
Although many studies have shown the efficacy of using flashcard interventions to increase sight-word reading, very few have investigated ways to increase sight-phrase reading. In the current study...
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- 2021
16. Accelerating Word Reading, Spelling, and Comprehension Skills with Synthetic Phonics
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Johnston, Rhona S., Watson, Joyce, Turner, Martin, editor, and Rack, John, editor
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- 2004
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17. Interventions for Academic Problems
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Bowen, Julie M., Jenson, William R., Clark, Elaine, Bowen, Julie M., Jenson, William R., and Clark, Elaine
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- 2004
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18. The Application of Mastery Criterion to Individual Operants and the Effects on Acquisition and Maintenance of Responses
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Tanya Bajwa, Kristina K. Wong, and Daniel M. Fienup
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Sight word ,05 social sciences ,050301 education ,Session (web analytics) ,Education ,Dreyfus model of skill acquisition ,Sight ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Set (psychology) ,Psychology ,0503 education ,Reliability (statistics) ,050104 developmental & child psychology ,Cognitive psychology - Abstract
Instructors assess the acquisition of new skills by delivering blocks of trials containing multiple operants. Mastery is evaluated as percentage correct across all operants in the block. The purpose of the current study was to investigate this traditional mastery criterion arrangement compared to an analysis of mastery at the level of individual operants. In both conditions, mastery criterion was 100% accuracy in one session. In the Set Analysis (SA) condition, accuracy was evaluated as average correct responding across all 4 target operants, or sight words, in a set. In the Operant Analysis (OA) condition, we taught 4 sight words simultaneously, assessed accuracy per sight word, and substituted new sight words into the set each time a single sight word was mastered. Overall, all 4 participants learned textual responses to sight words quicker in the OA condition, the reliability of maintenance was similar across conditions for 2 of 4 participants, and 4 of 4 participants maintained a higher or same number of responses from the OA condition compared to the SA condition. Implications for skill acquisition are discussed.
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- 2021
19. The influence of decoding on preschool children with phonological rules training using words for each phoneme
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Heo, Seung-Deok and Ah-Leum Keum
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Sight word ,Phonological rule ,Speech recognition ,Word recognition ,Training (meteorology) ,Psychology ,Decoding methods - Published
- 2020
20. First Steps: A Program of Early Intervention
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Santa, Carol M., Joshi, R. Malatesha, editor, Lundberg, Ingvar, editor, Tønnessen, Finn Egil, editor, and Austad, Ingolv, editor
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- 1999
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21. An evaluation of systematized phonics on reading proficiency in Swedish second grade poor readers: Effects on pseudoword and sight word reading skills
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Maria Levlin and Cecilia Nakeva von Mentzer
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Male ,Response to intervention ,policy change ,media_common.quotation_subject ,Experimental and Cognitive Psychology ,Phonics ,systematized phonics ,050105 experimental psychology ,Education ,Dyslexia ,Reading (process) ,response to intervention ,Developmental and Educational Psychology ,Mathematics education ,medicine ,Humans ,0501 psychology and cognitive sciences ,reading difficulties ,Child ,Research Articles ,media_common ,Word reading ,Sight word ,General Language Studies and Linguistics ,Sweden ,Cross-Over Studies ,Schools ,Jämförande språkvetenskap och allmän lingvistik ,05 social sciences ,050301 education ,General Medicine ,medicine.disease ,Pseudoword ,Reading ,Language Therapy ,Female ,Psychology ,0503 education ,Reading skills ,Research Article - Abstract
The aim of the present study was to evaluate the effect of systematized phonics on word reading in Swedish second grade poor readers. Forty-nine children who performed at or below the 25th percentile on pseudoword reading and/or sight word reading at the beginning of second grade participated in the study. The study had a cross-over design exploring within-and between-group effects of two different conditions: systematized phonics and classroom instruction. Overall, systematized phonics proved more effective than classroom instruction. At pre-intervention, no child performed above the 30th percentile in pseudoword reading or sight word reading. At post-intervention, corresponding numbers were 69% for pseudoword reading and 35% for sight word reading. Implications for a policy change in Sweden towards mandatory systematized phonics in primary school are discussed.
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- 2020
22. Early English Literacy Experiences of Korean Children: A Case Study of Phonics Learners
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Heeyang Park
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Sight word ,Intervention (counseling) ,media_common.quotation_subject ,Reading (process) ,Much difficulty ,Phonics ,Psychology ,Focus group ,Literacy ,Neglect ,media_common ,Developmental psychology - Abstract
This study explores four Korean children’s learning experiences in early English reading and identifies their challenges from the children’s perspectives. The study draws on a larger research project with 14 children in Seoul. Among the participants, four second graders were selected as a focus group, who were found to have had much difficulty reading in English despite their prior phonics learning. Data were collected from the children and their parents from tests, interviews, informal talks, student work, parent diaries and research journal during a four-month exploratory intervention. Four themes emerged: (1) varying levels of difficulty in letter-sound correspondences, (2) lack of unfamiliar word reading practice, (3) neglect of sight word recognition, and (4) lack of supportive parental involvement. Based on these findings, this research suggests effective ways of assisting learners to become alphabetic readers and also to develop early English reading skills in a more balanced and holistic way.
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- 2020
23. An Evaluation of Strategic Incremental Rehearsal on Sight Word Acquisition Among Students with Specific Learning Disabilities in Reading
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Laura Phipps, Eric L. Robinson, and Stacey Grebe
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Sight word ,Reading disability ,Specific learning disability ,media_common.quotation_subject ,05 social sciences ,Applied psychology ,050301 education ,Special education ,Education ,Multiple baseline design ,Reading (process) ,Learning disability ,Developmental and Educational Psychology ,medicine ,Flashcard ,0501 psychology and cognitive sciences ,medicine.symptom ,Psychology ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
The Strategic Incremental Rehearsal (SIR) intervention, a modified version of Incremental Rehearsal, is an efficient flashcard procedure that has demonstrated effectiveness on sight word acquisition for children who exhibit reading difficulties. However, to date, the procedure has not been evaluated with children identified with a reading disability who have a history of receiving special education services. This study uses a multiple baseline design across participants to examine the effects of SIR with a modified criterion for removal on sight word reading with three third-grade participants receiving special education services for a specific learning disability in reading. Results indicated sight word reading increased for all 3 participants at the onset of intervention compared to baseline. The total intervention time for each participant ranged from 16 to 48 min. All 3 participants correctly read a minimum of 21 out of 25 targeted words at a 5-week maintenance check. The results indicated that SIR with a modified criterion of removal is a potentially effective and efficient intervention for sight word reading for participants with specific learning disabilities in reading.
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- 2020
24. Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery
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Ashley A. Edwards, Amy M. Elleman, Jennifer K. Gilbert, Devin M. Kearns, Douglas Fuchs, and Laura M. Steacy
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Male ,Vocabulary ,Semantic feature ,media_common.quotation_subject ,Article ,050105 experimental psychology ,Education ,Dyslexia ,Speech and Hearing ,Phonetics ,Risk Factors ,Reading (process) ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Humans ,0501 psychology and cognitive sciences ,Child ,Students ,media_common ,Sight word ,05 social sciences ,050301 education ,Recognition, Psychology ,Cognition ,Verbal Learning ,medicine.disease ,Reading ,Word recognition ,Female ,Psychology ,0503 education ,Word (computer architecture) ,Cognitive psychology - Abstract
The purpose of this study was to examine word learning efficiency in at-risk first grade students (N=93) participating in a yearlong study evaluating a multicomponent intervention targeting word reading and decoding skills. As part of each intervention lesson, students participated in a one- to three-minute sight word reading activity in which high frequency words were read from a list until mastered, at which point the word dropped off the list. This study explored factors predicting the number of exposures required for item reading mastery (N=145 words). Specifically, we explored how the number of word exposures required to reach mastery varied as a function of linguistic features of the words and cognitive characteristics of the students. Using item-level crossed-random effects models, we found students required an average of 5.65 exposures for mastery, with word features representing word length, vocabulary grade, and imageability being significant predictors of learning efficiency. We also found a significant interaction between pretest word reading skill and imageability of a word, with this semantic feature being especially important for the poorest readers. Results indicate that in the absence of typical word recognition skills, poor readers tend to rely on other sources of information to learn words, which tend to be related to the semantic features of words. Sight Word Acquisition in First Grade Students At-Risk for Reading Difficulties: An Item-Level Exploration of the Number of Exposures Required for Mastery
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- 2020
25. Implications of a Sight Word Intervention for Deaf Students
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Kristin Anderson Di Perri, Carly Jezik, Amanda Howerton-Fox, and Jodi L. Falk
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Male ,030506 rehabilitation ,Adolescent ,media_common.quotation_subject ,education ,Deafness ,Vocabulary ,Literacy ,Education ,Developmental psychology ,03 medical and health sciences ,Speech and Hearing ,Fluency ,Intervention (counseling) ,Developmental and Educational Psychology ,Humans ,Child ,media_common ,Sight word ,Professional development ,Vocabulary development ,Test (assessment) ,Sight ,Reading ,Education of Hearing Disabled ,Female ,0305 other medical science ,Psychology ,Child Language - Abstract
The effectiveness of a sight word intervention designed for Deaf students was investigated. Thirty students, grades 1-7, in an urban school for the Deaf received an 8-month intervention. A pretest/posttest design using a teacher-designed instrument, the Cumulative Bedrock Literacy Sight Word Assessment, and the Test of Silent Word Reading Fluency (Mather, Hammill, Allen,amp; Roberts, 2004) assessed increases in the number of sight words students could identify and the rate at which they could identify them. Paired-samples and independent-samples t tests and Pearson product-moment correlations were used to analyze data. Results indicated a significant increase in the number of sight words participants could identify postintervention. Also, younger students increased their sight word vocabularies at a faster rate than older students. No significant differences based on home language or gender were found. The authors make suggestions for further research and program application.
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- 2020
26. Resting-state functional connectivity and reading subskills in children
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Marc F. Joanisse, Matthew R.J. Vandermeer, Lien Peters, Jan C. Frijters, Reshma Ramdajal, Maureen W. Lovett, Elizabeth P. Hayden, Karen A. Steinbach, Alexandra M. Cross, and Lisa M. D. Archibald
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Male ,Reading disability ,Adolescent ,PREDICTION ,Cognitive Neuroscience ,media_common.quotation_subject ,LANGUAGE ,Neurosciences. Biological psychiatry. Neuropsychiatry ,Neuroimaging ,INDIVIDUAL-DIFFERENCES ,Dyslexia ,Magnetic resonance imaging ,Thalamus ,Reading (process) ,Humans ,AUTOMATIZED NAMING RAN ,BRAIN ,Child ,Rapid automatized naming ,PARIETAL ,media_common ,Ontario ,Sight word ,Brain Mapping ,Science & Technology ,Resting state fMRI ,Resting-state functional connectivity ,Functional connectivity ,Radiology, Nuclear Medicine & Medical Imaging ,Neurosciences ,Contrast (statistics) ,ANGULAR GYRUS ,Temporal Lobe ,Reading ,Neurology ,Reading comprehension ,Reading ability ,Reading development ,FMRI ,TASK ,Female ,Neurosciences & Neurology ,Comprehension ,Psychology ,Life Sciences & Biomedicine ,RC321-571 ,Cognitive psychology ,DYSLEXIA - Abstract
Individual differences in reading ability have been linked to characteristics of functional connectivity in the brain in both children and adults. However, many previous studies have used single or composite measures of reading, leading to difficulty characterizing the role of functional connectivity in discrete subskills of reading. The present study addresses this issue using resting-state fMRI to examine how resting-state functional connectivity (RSFC) related to individual differences in children's reading subskills, including decoding, sight word reading, reading comprehension, and rapid automatized naming (RAN). Findings showed both positive and negative RSFC-behaviour relationships that diverged across different reading subskills. Positive relationships included increasing RSFC among left dorsal and anterior regions with increasing decoding proficiency, and increasing RSFC between the left thalamus and right fusiform gyrus with increasing sight word reading, RAN, and reading comprehension abilities. In contrast, negative relationships suggested greater functional segregation of attentional and reading networks with improved performance on RAN, decoding, and reading comprehension tasks. Importantly, the results suggest that although reading subskills rely to some extent on shared functional networks, there are also distinct functional connections supporting different components of reading ability in children. ispartof: NEUROIMAGE vol:243 ispartof: location:United States status: published
- Published
- 2021
27. Personalized Early AAC Intervention to Build Language and Literacy Skills: A Case Study of a 3-Year-Old with Complex Communication Needs
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Allison Barwise, Janice Light, Ann Marie Gardner, and Molly Flynn
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Sight word ,Linguistics and Language ,Medical education ,Response to intervention ,media_common.quotation_subject ,Language and Linguistics ,Literacy ,Article ,Personalization ,Speech and Hearing ,Documentation ,Reading comprehension ,Intervention (counseling) ,Reading (process) ,Psychology ,media_common - Abstract
Personalized AAC intervention refers to an approach in which intervention is tailored to the individual's needs and skills, the needs and priorities of the individual's family and other social environments, the evidence base, and the individual's response to intervention. This approach is especially relevant to AAC intervention for young children with complex communication needs given their unique constellations of strengths and challenges, and the qualitative and quantitative changes that they experience over time as they develop, as well as the diversity of their families, schools, and communities. This paper provides detailed documentation of personalized AAC intervention over a six-month period for a 3-year-old girl with developmental delay and complex communication needs. The paper describes (1) personalization of multimodal AAC supports to provide this child with the tools to communicate; (2) personalized intervention to build semantic and morphosyntactic skills; and, (3) personalized instruction in literacy skills (i.e., letter-sound correspondences, sound blending, decoding, sight word recognition, reading simple stories, reading comprehension, and encoding skills). Specific goals, instructional materials, and procedures are described; data on speech, language, and literacy outcomes are presented.
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- 2021
28. Sleep-disordered breathing and daytime sleepiness predict children's reading ability
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Anna Joyce and Helen L. Breadmore
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Sight word ,Sleep Wake Disorders ,media_common.quotation_subject ,Cognition ,Academic achievement ,Disorders of Excessive Somnolence ,Affect (psychology) ,Literacy ,Education ,Test (assessment) ,Cross-Sectional Studies ,Sleep Apnea Syndromes ,Reading ,Reading (process) ,Surveys and Questionnaires ,Developmental and Educational Psychology ,Humans ,Sleep (system call) ,Psychology ,Child ,media_common ,Clinical psychology - Abstract
BACKGROUND Sleep problems are common in children and are known to detrimentally affect language and cognitive abilities, as well as academic achievement. AIMS We aimed to investigate effects of sleep on oral word and non-word reading in a large, cross-sectional sample of children. SAMPLE Of 428 children who attended a public psychological science event, 339 children aged 4-14 years (mean 8;10 ± 2;2) took part. METHODS Parents completed two sleep questionnaires (Children's Sleep Habits Questionnaire and Sleep-Disordered Breathing Questionnaire) whilst children completed the Test of Word Reading Efficiency. RESULTS Hierarchical multiple linear regression assessed whether parentally reported sleep problems were able to predict word and non-word oral reading speeds as measures of sight word reading and phonemic decoding efficiency, respectively. Children with parent-reported increased sleep-disordered breathing, daytime sleepiness, and shorter sleep latency had poorer performance on the reading task for both words and non-words, as well as the total combined score. The models explained 6-7% of the variance in reading scores. CONCLUSIONS This study illustrates associations between sleep and word and non-word reading. The small but significant effect is clinically meaningful, especially since adverse factors affecting children's reading ability are cumulative. Thus, for children with multiple risk factors for poor reading ability, sleep problems may be another avenue for treatment. Since reading ability is a strong predictor of later academic success and life outcomes, our study provides important evidence to suggest that children with sleep problems should also be screened for literacy difficulties, and children with literacy difficulties be screened for sleep problems.
- Published
- 2021
29. Fundamentals of Reading
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Itzkowitz, Leonore, Notterman, Joseph M., and Drewry, Henry N.
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- 1993
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30. Differing effects of two synthetic phonics programmes on early reading development.
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Shapiro, Laura R. and Solity, Jonathan
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BEGINNING reading , *PHONICS , *ENGLISH language education in primary schools , *SIGHT vocabulary , *PRIMARY schools , *SCHOOL children - Abstract
Background Synthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. Aims We compared the impact of two synthetic phonics programmes on early reading. Sample Children received Letters and Sounds (L&S; 7 schools) which teaches multiple letter-sound mappings or Early Reading Research ( ERR; 10 schools) which teaches only the most consistent mappings plus frequent words by sight. Method We measured phonological awareness ( PA) and reading from school entry to the end of the second (all schools) or third school year (4 ERR, 3 L&S schools). Results Phonological awareness was significantly related to all reading measures for the whole sample. However, there was a closer relationship between PA and exception word reading for children receiving the L&S programme. The programmes were equally effective overall, but their impact on reading significantly interacted with school-entry PA: Children with poor PA at school entry achieved higher reading attainments under ERR (significant group difference on exception word reading at the end of the first year), whereas children with good PA performed equally well under either programme. Conclusions The more intensive phonics programme (L&S) heightened the association between PA and exception word reading. Although the programmes were equally effective for most children, results indicate potential benefits of ERR for children with poor PA. We suggest that phonics programmes could be simplified to teach only the most consistent mappings plus frequent words by sight. [ABSTRACT FROM AUTHOR]
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- 2016
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31. Enhancing Sight-Word Fluency of Second-Language Elementary Students through Reading Racetracks
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Anne Barwasser and Matthias Grünke
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Sight word ,Fluency ,Second language ,Reading (process) ,media_common.quotation_subject ,Psychology ,Linguistics ,media_common - Published
- 2019
32. Comparing Computer-Based Sight-Word Interventions in Students with Intellectual Disability: Self-Determined Versus Fixed Response Intervals
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Kala Taylor, Dennis Ciancio, David F. Cihak, Merilee McCurdy, Christopher H. Skinner, Tara C. Moore, Amy L. Skinner, and Samantha Cazzell
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Sight word ,education ,05 social sciences ,Applied psychology ,Psychological intervention ,Computer based ,050301 education ,Computer-Assisted Instruction ,medicine.disease ,Preference ,Education ,Interval (music) ,Intervention (counseling) ,Intellectual disability ,Developmental and Educational Psychology ,medicine ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,050104 developmental & child psychology - Abstract
Adapted alternating treatment designs were used to evaluate and compare the effectiveness of two computer-based sight-word-reading interventions among three elementary school students with an intellectual disability. Each intervention provided 30 stimulus–response–stimulus–response learning trials. One intervention included fixed 3-s response intervals. The second intervention had each participant self-determine each response interval. Results suggest that both interventions caused similar increases in sight-word acquisition. Following the experimental phase, each student was given 5 opportunities to choose which intervention they would complete; 100% of the time (i.e., 15/15), students chose the self-determined intervention. Discussion focuses on the importance of student preference and future research on the relationship between allowing students to self-determine response intervals and learning, attention, inappropriate behaviors, on-task behaviors, and preference.
- Published
- 2019
33. The Effects of Reading Racetracks on the Sight Word Recognition of Four Elementary School Students with Learning Difficulties
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Matthias Grünke
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Sight word ,Teaching method ,media_common.quotation_subject ,05 social sciences ,050301 education ,Context (language use) ,Single-subject design ,050105 experimental psychology ,Education ,Fluency ,Reading (process) ,Word recognition ,Learning disability ,medicine ,Mathematics education ,0501 psychology and cognitive sciences ,medicine.symptom ,Psychology ,0503 education ,media_common - Abstract
Many children with different kinds of learning problems struggle with reading. To help them combat their challenges, easy-to-implement interventions are needed. Reading racetracks have proven to be effective tools to increase sight word fluency in students with disabilities. The purpose of this single-case study was to evaluate this technique, for the first time, in a context outside of the United States. Four elementary school children with various learning difficulties received nine to twelve individual intervention sessions from one of two graduate students. The results indicated that reading fluency of 30 common two-syllable German words rose remarkably in all four participants. Even though the treatment was a little less effective for one female student, diagnosed with intellectual/developmental delays, than for the other three students, performance gains were still noteworthy. This study provides further evidence that reading racetracks are an effective practice to build fluency in children with disabilities.
- Published
- 2019
34. Sight Word Reading Approach in Reading Syllables for Children with ASD: A Case Study
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Budi Santoso, C Siregar, Yoga Budhi Santoso, Endang Rochyadi, Ranti Novianti, Yeti Mulyati Ernie, Zaenal Alimin, and Syihabbudin
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Sight word ,General Energy ,Health (social science) ,General Computer Science ,General Mathematics ,Reading (process) ,media_common.quotation_subject ,General Engineering ,Psychology ,Linguistics ,General Environmental Science ,Education ,media_common - Published
- 2019
35. Associations between language and literacy skills and sight word learning for native and nonnative English-speaking kindergarteners
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Karen E. McFadden, Linnea C. Ehri, and Katharine Pace Miles
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Sight word ,Linguistics and Language ,Phonemic awareness ,media_common.quotation_subject ,First language ,05 social sciences ,050301 education ,050105 experimental psychology ,Vocabulary development ,Education ,Speech and Hearing ,Neuropsychology and Physiological Psychology ,Reading (process) ,Function word ,ComputingMilieux_COMPUTERSANDEDUCATION ,Learning to read ,Mathematics education ,0501 psychology and cognitive sciences ,Language proficiency ,Psychology ,0503 education ,media_common - Abstract
This study, which was drawn from a larger published work, examined language proficiency and literacy skills predictive of learning content and function words via the commonly used practice of flashcard word reading, which tests word knowledge in isolation. The current study also investigated differences in word learning performance between students of different language backgrounds (native and nonnative English speakers), and between students at the same grade level but in different alphabetic phases of word reading development. Kindergarten students (n = 81) practiced learning to read content and function words on flashcards. Analyses examined the extent to which students’ baseline English language skills, phonemic awareness, spelling knowledge, and/or word reading predicted performance on the word learning task. Results of linear regressions demonstrated that language skills accounted for a significant amount of unique variance in reading function words in isolation, but this was not the case for reading content words in isolation. Further, results indicated that baseline alphabetic phase, and not language background, moderated the relationship between language skills and word learning, such that language skills predicted function word learning only for full alphabetic readers and not partial alphabetic readers. Results are discussed in terms of implications for the teaching of function words as dependent on children’s relative phase of literacy development rather than their language backgrounds.
- Published
- 2018
36. A systematic review and meta-analysis of reading and writing interventions for students with disorders of intellectual development
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Hanne Næss Hjetland, Christopher J. Lemons, Kari-Anne B. Næss, and Randi Karine Bakken
- Subjects
linguistic comprehension ,Public Administration ,Intellectual development ,decoding ,media_common.quotation_subject ,education ,Psychological intervention ,Physical Therapy, Sports Therapy and Rehabilitation ,special needs education ,linguistic production ,Special education ,law.invention ,Education ,Randomized controlled trial ,law ,Reading (process) ,Developmental and Educational Psychology ,Computer Science (miscellaneous) ,Cognitive skill ,media_common ,Sight word ,encoding ,Computer Science Applications ,Meta-analysis ,Psychology ,Clinical psychology - Abstract
Students with disorders of intellectual development (ID) experience challenges in reading and writing, indicating the need for research-based interventions. This systematic review and meta-analysis investigated the effects of reading and writing interventions for students aged 4–19 with disorders of ID using randomized controlled trials (RCTs) and quasi-experimental designs (QEDs). We conducted electronic searches of relevant databases, backward and forward searches, and contacted experts in the field. Based on predefined criteria, nine studies were included in the systematic review, and seven were included in the meta-analysis. The reading interventions included decoding strategies, often combined with sight-word and supplemental instructions appropriate to the participants’ adaptive and cognitive skills. None of the studies aimed to increase writing skills. The overall mean effect size from the reading interventions for trained reading was large (g = 0.95, 95% CI = [0.51, 1.38]), for transfer reading small-to-moderate (g = 0.49, 95% CI = [0.20, 0.78]) and for transfer writing small (g = 0.04, 95% CI = [−0.36, 0.44]). Students with disorders of ID can benefit from reading interventions combining decoding strategies and sight word reading. There is a need for RCT and QED studies investigating writing interventions for students with disorders of ID only.
- Published
- 2021
37. Effectiveness of Pre-Teaching Vocabulary through Modified Orthography to Support Sight Word Acquisition on Esl Pupils
- Author
-
Grace Gayathri Ramakarsinin
- Subjects
Sight word ,Vocabulary ,media_common.quotation_subject ,Psychology ,Orthography ,Linguistics ,media_common - Published
- 2020
38. Improving the readability of dyslexic learners with mobile game-based sight-word training
- Author
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Hirak Banerjee, Sajjad Ansari, Jayanta Mukhopadhyay, and Rajlakshmi Guha
- Subjects
Sight word ,Multimedia ,Computer science ,05 social sciences ,Dyslexia ,050301 education ,computer.software_genre ,medicine.disease ,Readability ,03 medical and health sciences ,Subject-matter expert ,0302 clinical medicine ,Learning disability ,medicine ,medicine.symptom ,Android (operating system) ,0503 education ,computer ,030217 neurology & neurosurgery - Abstract
Specific learning disabilities are a major obstacle in early learning processes and are a growing issue in India. Children with specific learning disabilities lack in necessary skills of reading and writing and require a personalized intervention by a clinical expert. However, the low expert-to-populace proportion is a noteworthy obstacle in effectively treating the disorder in the fully human-guided therapeutic set-up. The emerging use of Android handsets and effective e-learning technologies in the modern era provides ways to reduce the physical distance between the clinician and the child. This paper proposes one of the many solutions to help children with dyslexia in their early learning. This paper proposes an Android game-based intervention program to teach reading at the word level. The main objective of this work is to lessen the dependency of experts by providing a unified platform to assist both experts and children. The games are designed based on the sight words training a widely used and accepted intervention strategy. This work shows the developed prototype of the proposed approach, and the reviews from subject matter experts on the prototype through the Mobile Application Rating Scale.
- Published
- 2020
39. Expanding vocabulary and sight word growth through guided play in a pre-primary classroom
- Author
-
Keshni Bipath and Annaly Magda Strauss
- Subjects
guided play ,Vocabulary ,media_common.quotation_subject ,literacy ,Literacy ,lcsh:LB5-3640 ,Education ,sight word learning ,Reading (process) ,Developmental and Educational Psychology ,Mathematics education ,ComputingMilieux_COMPUTERSANDEDUCATION ,0501 psychology and cognitive sciences ,Action research ,media_common ,Sight word ,lcsh:LC8-6691 ,lcsh:Special aspects of education ,05 social sciences ,050301 education ,Vocabulary development ,explicit teaching ,lcsh:Theory and practice of education ,Word recognition ,Written language ,0503 education ,050104 developmental & child psychology ,cognitive development - Abstract
Background: This article is based on a study that aimed at finding out how pre-primary teachers integrate directed play into literacy teaching and learning. Play is a platform through which young children acquire language. Aim: This study uses an action research approach to understand how guided play benefits incidental reading and expands vocabulary growth in a Chinese Grade K classroom. Method: Data collection involved classroom observations, document analysis, informal and focus group discussions. Results: The results revealed the key benefits of play-based learning for sight word or incidental reading and vocabulary development. These are: (1) teacher oral and written language learning, (2) learners’ classroom engagement is promoted, (3) learners were actively engaged in learning of orthographic features of words, (4) learners practised recognising the visual or grapho-phonemic structure of words, (5) teacher paced teaching and (6) teacher assesses miscues and (7) keep record of word recognition skills. Conclusion: In the light of the evidence, it is recommended that the English Second Language (ESL) curriculum for pre-service teachers integrate curricular objectives that promote practising playful learning strategies to prepare teachers for practice.
- Published
- 2020
40. An Enhancement of Dyslexic Mobile Application using Sight Word Reading Strategy: Results and Findings
- Author
-
Rosita Mohamed Othman, Po-Chan Chiu, Tan Ping Ping, Cheah Wai Shiang, Noor Hazlini Borhan, Hamizan Sharbini, and Marcella Peter
- Subjects
Sight word ,Vocabulary ,Computer Networks and Communications ,Computer science ,Rhyme ,media_common.quotation_subject ,Dyslexia ,medicine.disease ,Artificial Intelligence ,Reading (process) ,Learning disability ,medicine ,medicine.symptom ,Association (psychology) ,Software ,media_common ,Cognitive psychology - Abstract
Dyslexia is an indicating term for learning disorder due to the difficulty in identifying speech and sound of letters and words, causing reading difficulty. Most children with dyslexia utilise the greater part of their senses to connect with their environment. One of the difficulties faced by dyslexic children is their troubles expressing their emotion or thought through verbal or written communication due to limited vocabulary, which is caused by issues in perceiving letters, sound and importance of the word overall. Sight word reading is a methodology with various reading stages and fascinating diversion with the purpose to create a fun reading experience. Currently, the dyslexia centre (i.e., Learning and Resource Centre, Dyslexia Association of Sarawak) does not adopt Information and Communication Technology (ICT) in their teaching and learning processes. Hence, in this study, a mobile application that utilises sight word reading strategy has been produced with the aim to help children with dyslexia build up their reading aptitudes. Sight words reading strategy is incorporated into three different modules in the mobile application, namely short stories, rhymes and song verses, according to the suggestions given by the instructors at dyslexia centre. This paper presents the study on the effect of sight word reading strategy in mobile application. The main contributions of this study is the utilisation of sight word reading strategy to enhance the application features such as story, rhyme and song modules. An improved score board is added to monitor the progress of the child. This mobile application, Mr Read V2.0 has been tested at the Learning and Resource Centre, Dyslexia Association of Sarawak with the instructors and dyslexic children, together with their parents. The children obtained 28% improved test scores taken before and after using Mr. Read V2.0. The overall results of the testing session showed that 100% respondents, instructors, parents and children either agreed or strongly agreed that this mobile application can improve the reading skill from using the additional features added to Mr. Read V2.0. Sight word reading strategy that is incorporated into mobile application is an effective approach to help dyslexic children improve their reading skill.
- Published
- 2018
41. Using a Sight Word Measure to Predict Reading Fluency Problems in Grades 1 to 3
- Author
-
Darrell Morris and Jan Perney
- Subjects
Sight word ,Predictive validity ,Linguistics and Language ,Vocabulary ,media_common.quotation_subject ,05 social sciences ,050301 education ,050105 experimental psychology ,Education ,Sight ,Fluency ,Reading (process) ,Word recognition ,Task analysis ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,media_common ,Cognitive psychology - Abstract
After considering the relationships between (a) reading fluency and reading rate and (b) reading rate and sight vocabulary, this study addressed a very practical question. Can a cut score on a sigh...
- Published
- 2018
42. Overcoming barriers to using precision teaching with a web-based programme
- Author
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Daniel Jones, Ben Hayes, Christopher Clarke, and Andrew Heather
- Subjects
Sight word ,Medical education ,Evidence-based practice ,business.industry ,media_common.quotation_subject ,05 social sciences ,050301 education ,Fidelity ,Test (assessment) ,Fluency ,Reading (process) ,Developmental and Educational Psychology ,Web application ,Precision teaching ,0501 psychology and cognitive sciences ,Psychology ,business ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
Precision Teaching (PT) is an evidence-based intervention, which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading. This research, undertaken with 10 schools, explored whether a web-based PT programme would provide favourable implementation rates, and support the fidelity of the programme delivery. The study also measured the impact of the PT programme on word decoding and sight word reading using the Test of Word Reading Efficiency. Results suggest favourable implementation rates with 7 of the 10 schools implementing the programme. Full impact data for 34 children suggest that the programme has a positive impact on decoding (effect size 0.7) and sight word reading skills (effect size 0.6). A timed assessment provides evidence that fluency improved as well as accuracy. ...
- Published
- 2018
43. Precision teaching through Irish: effects on isolated sight word reading fluency and contextualised reading fluency
- Author
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Lydia Mannion and Claire P. Griffin
- Subjects
Sight word ,media_common.quotation_subject ,education ,05 social sciences ,nutritional and metabolic diseases ,050301 education ,social sciences ,Second-language acquisition ,language.human_language ,Education ,Fluency ,Irish ,Reading (process) ,language ,Mathematics education ,population characteristics ,Precision teaching ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,geographic locations ,050104 developmental & child psychology ,media_common - Abstract
The current study examines the impact of a three-week precision teaching (PT) intervention programme through the Irish language on a group of primary school pupils’ Irish reading fluency. The study...
- Published
- 2018
44. Towards a sight word list in Arabic.
- Author
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Oweini, Ahmad and Hazoury, Katia
- Subjects
- *
ORTHOGRAPHY & spelling , *ENGLISH language , *ARABIC language , *LANGUAGE teachers , *DIGLOSSIA (Linguistics) - Abstract
While the English language boasts a century of research into its most frequently-used words, no such attempt has ever formally been made in the Arab world. This pioneering study presents a list of 500 commonly-used words in the Arabic language based on compilations of words gathered from a number of popular reading series in Lebanon, spanning grades K to 3. This list can serve as a powerful tool for language teachers-who face several challenges posed by the inherent nature of Arabic in terms of diglossia, orthography and morphology-and provide them with a handy list of words for their pupils. The study has its limitations in terms of scope, breadth and the nature of the technology used for counting words. Nonetheless, it makes a number of recommendations for the future, including the development of a readability formula based on this list, the expansion of the scope of this word list and improvement to increase its technical accuracy. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
45. Direct and indirect effects of print exposure on silent reading fluency
- Author
-
Julia M. Guerin and Quintino R. Mano
- Subjects
Sight word ,Linguistics and Language ,Communication ,business.industry ,media_common.quotation_subject ,education ,05 social sciences ,050301 education ,Phonetics ,050105 experimental psychology ,Literacy ,Psycholinguistics ,Education ,Speech and Hearing ,Fluency ,Neuropsychology and Physiological Psychology ,Reading (process) ,0501 psychology and cognitive sciences ,Psychology ,business ,0503 education ,Silent reading ,media_common ,Cognitive psychology - Abstract
Print exposure is an important causal factor in reading development. Little is known, however, of the mechanisms through which print exposure exerts an effect onto reading. To address this gap, we examined the direct and indirect effects of print exposure on silent reading fluency among college students (n = 52). More specifically, we focused on phonetic decoding and sight word reading efficiency as potential mediators of the indirect effects of print exposure on silent reading fluency. Silent reading fluency was chosen as the outcome given that the natural reading experience occurs predominately in the silent mode. Results showed that the direct effect of print exposure on silent reading fluency was significant. Sight word reading efficiency partially mediated the indirect effect of print exposure on silent reading fluency. Phonetic decoding efficiency also partially mediated the indirect effect of print exposure on silent reading fluency, but only when followed by sight word reading efficiency to form a serial and joint mechanism (i.e., print exposure → phonetic decoding → sight word reading → silent reading fluency). Present findings highlight two mechanisms through which print exposure exerts an effect onto silent reading fluency, both of which involve sight word reading efficiency.
- Published
- 2017
46. How do communication modes of deaf and hard-of-hearing prereaders influence teachers' read-aloud goals?
- Author
-
Jennifer Guajardo, Amy Louise Schwarz, and Rebecca Hart
- Subjects
Sight word ,030506 rehabilitation ,Read aloud ,Communication ,American Sign Language ,business.industry ,Teaching method ,Visual literacy ,Interpersonal communication ,language.human_language ,Education ,030507 speech-language pathology & audiology ,03 medical and health sciences ,Speech and Hearing ,Content analysis ,Mathematics education ,language ,0305 other medical science ,Psychology ,business ,Qualitative research - Abstract
Deaf and hard-of-hearing (DHH) literature suggests that there are different read-aloud goals for DHH prereaders based on the spoken and visual communication modes DHH prereaders use, such as: American Sign Language (ASL), simultaneously signed and spoken English (SimCom), and predominately spoken English only. To date, no studies have surveyed teachers of the d/Deaf (TODs) serving DHH children using these communication modes to determine whether they have different read-aloud goals. To address this gap, we collected read-aloud goal statements from 84 TODs: 16 serving DHH children using ASL (DHH-ASL), 35 serving DHH children using SimCom (DHH-SimCom), and 33 serving DHH children using spoken English only (DHH-oral). We conducted a content analysis to isolate key concepts from each group’s goal statements. All TODs use read alouds to build background knowledge, basic language skills in either ASL or English, and sight word recognition. TODs differ in read-aloud goals based on the language DHH childr...
- Published
- 2017
47. Multicomponent Reading Interventions for Students With Intellectual Disability
- Author
-
Kemal Afacan, Andrea L. Ruppar, and Kimber L. Wilkerson
- Subjects
Sight word ,030506 rehabilitation ,media_common.quotation_subject ,Educational quality ,05 social sciences ,Public Health, Environmental and Occupational Health ,Psychological intervention ,050301 education ,medicine.disease ,Literacy ,Education ,Developmental psychology ,03 medical and health sciences ,Intellectual disability ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,0305 other medical science ,Psychology ,0503 education ,Coding (social sciences) ,media_common - Abstract
Reading instruction for students with intellectual disability (ID) has traditionally focused on single skill instruction such as sight word reading. Given that multicomponent reading interventions have been linked to improved reading skills across multiple reading components for students in general education, it is logical to examine the impact of multicomponent reading interventions for students with ID. The purpose of this literature review was to examine characteristics, outcomes, and quality of multicomponent reading interventions for students with ID. In this review, seven empirical articles fit the inclusionary criteria. Findings indicate that students with ID who were exposed to multicomponent reading programs significantly improved their reading skills compared to their peers with ID who received traditional sight word instruction or to their previous reading performance. This literature review highlights effective strategies used to provide multicomponent reading instruction to students with ID. Implications for reading instruction for students with ID are provided, along with implications for future research.
- Published
- 2017
48. A Comparison of Two Flashcard Interventions for Teaching Sight Words to Early Readers
- Author
-
Stacy Ann A. January, Tori E. Foster, Mary E. Lovelace, and Scott P. Ardoin
- Subjects
Sight word ,050103 clinical psychology ,Vocabulary ,Teaching method ,media_common.quotation_subject ,05 social sciences ,Psychological intervention ,050301 education ,General education ,Education ,Sight ,Pedagogy ,Word recognition ,Developmental and Educational Psychology ,Mathematics education ,Flashcard ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,media_common - Abstract
Strategic Incremental Rehearsal (SIR) is a recently developed flashcard intervention that blends Traditional Drill with Incremental Rehearsal (IR) for teaching sight words. The initial study evaluating SIR found it was more effective than IR for teaching sight words to first-grade students. However, that study failed to assess efficiency, which is important to consider when evaluating and selecting interventions. Therefore, the current study evaluated both the efficiency and effectiveness of SIR compared with IR for teaching sight words to 4 general education students (3 in second grade and 1 in first grade) who were enrolled in 1 of 2 schools. An alternating treatments single-case design was used to compare the effects of SIR and IR interventions implemented 4 days per week across 4 or 5 weeks. Students’ accuracy with words that were introduced during the week was assessed on Fridays, and maintenance of these words was assessed the following Friday. Results indicated that both interventions were effective for teaching students sight words, but that SIR was slightly more effective and efficient than IR for 3 of the 4 students. Findings have implications for the selection of flashcard interventions for teaching sight word vocabulary to early elementary students.
- Published
- 2016
49. Effects of Behavioral Skills Training on Teacher Implementation of a Reading Racetrack Intervention
- Author
-
Moira Konrad, Sheila R. Alber-Morgan, and Carrie A. Davenport
- Subjects
Protocol (science) ,Sight word ,Medical education ,media_common.quotation_subject ,05 social sciences ,Professional development ,Fidelity ,Article ,Education ,03 medical and health sciences ,Fluency ,0302 clinical medicine ,Reading (process) ,Intervention (counseling) ,Developmental and Educational Psychology ,ComputingMilieux_COMPUTERSANDEDUCATION ,0501 psychology and cognitive sciences ,Faculty development ,Psychology ,030217 neurology & neurosurgery ,050104 developmental & child psychology ,media_common - Abstract
This study examined the effects of behavioral skills training (BST) on teachers' implementation fidelity of a reading racetrack (a board game designed to increase sight word fluency) with elementary students identified as struggling readers. BST, an alternative to traditional professional development, is a performance-based protocol incorporating instruction, modeling, rehearsal, and feedback. A multiple probe design across teacher-student dyads demonstrated that BST was functionally related to the teachers' implementation of a reading racetrack with 100% fidelity on at least three consecutive sessions. Additionally, students met mastery criteria for sight word acquisition and demonstrated maintenance at least one to two weeks post intervention.
- Published
- 2019
50. Reading Level System on Fairy Tale Stories for Children Using Dolch Sight Word Vocabulary with Majority Voting Algorithm
- Author
-
Widi Astuti, Alifa Nur Azzami, and Dana Sulistyo Kusumo
- Subjects
Sight word ,Majority rule ,Vocabulary ,media_common.quotation_subject ,Empirical probability ,language.human_language ,Indonesian ,Sight ,Categorization ,Reading (process) ,language ,Psychology ,Algorithm ,media_common - Abstract
Children need appropriate reading contents to improve their imagination and power of thought. Fairy tales become one of reading contents that are good for children growth, because it can arise children imagination. However, there is no reading content categorization for Indonesian fairy tale stories. Therefore, in this research, a Reading Level System was proposed to rank reading contents for Indonesian children. Adopting Dolch Sight Word Vocabulary, it enabled to build text clustering using the occurrences of empirical probability of words for each Dolch Sight Word Vocabulary in a fairy tale. The values of empirical probability levels were calculated for each fairy tale and the results of calculating the highest probability value for each fairy tale using the Majority Voting Algorithm. The results found that the majority of Reading Level System using Dolch Sight Word Vocabulary were level 3 and level 4, where at these levels the words component of the Dolch Sight words were larger than the rest two levels.
- Published
- 2019
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