A Consultation Model to Facilitate Reading Success

Lilles, Elena; Griffiths, Amy-Jane; Lee, Allison; Cardenas, Santiago; Chacko, Yasmin; Jimerson, Shane R.

doi:10.1007/bf03340939

Cited by 43 publications

(3 citation statements)

References 19 publications

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“…w. Grade, an expert in second language acquisition, has said that"A large number of receptive vocabularies may be the single biggest obstacle to fluent reading." [7] Therefore, the more words that students can command, the easier for senior high school students to finish reading an English article. Through the analysis of different data, we can find that more than 80% senior high school students have vocabulary problems.…”

Section: Language Obstaclesmentioning

confidence: 99%

“…If students can show great interest in reading in English, they can not only actively participate in reading classes, but also consciously read outside of class to expand their knowledge. [10] Conversely, if you are not interested in reading, you may initially take into account external pressures such as exams, parents, teachers and other external pressures to force yourself to work hard, but if this effort encounters many difficulties or external pressure stops, the effort will be interrupted or stopped. Therefore, English teachers should take measures to cultivate students' own inherent interest in reading, such as increasing the interest of reading classes and diversifying classroom activities, so that students can feel happy, relaxed and interesting in reading activities.…”

Section: English Reading Motivationmentioning

confidence: 99%

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Research on Reading Obstacles and Solutions of Senior High School Students

Cao¹

2023

FSD

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Nowadays, English reading is still one of the most important ways for students to gain the information. It is also the precondition of developing other language skills. Hence, improving the reading ability has become one of the most important tasks facing the English teachers. Especially in high school English teaching, reading teaching is the most important of the four basic skills of English, so reading and writing teaching is the key and focus of high school teaching. The foundation of reading and writing teaching is to grasp reading first, and then promote writing by reading. However, the current situation is that students are not able to read effectively. At the same time, teachers have a lot of confusion about the current reading teaching. How to carry out effective English reading teaching has become a common confusion among high school English teachers.

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Section: Language Obstaclesmentioning

confidence: 99%

Section: English Reading Motivationmentioning

confidence: 99%

Research on Reading Obstacles and Solutions of Senior High School Students

Cao¹

2023

FSD

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“…More recently successful consultative models have been employed to enhance service delivery for students with autism (Ruble et al ., ), reading difficulties (Lilles et al ., ) and students with special needs in early childhood settings (Frankel, ). The consultants have included teachers working with parents, and support personnel such as school psychologists and special needs consultants.…”

Section: Research In Service Delivery Models: Consultationmentioning

confidence: 99%

Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support

Todd¹

2012

Support for Learning

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The original concept of a subculture of learning support in secondary schools developed from a study of 'Support Teachers, Learning Difficulties' in New South Wales, Australia. The study examined the influence of school culture on the service delivery model used by these support teachers in three case studies, one of which is reported in this article. Both research and policy recommend consultation and co-teaching with a minimum of withdrawal of students with learning difficulties for intensive instruction. To employ the recommended service delivery model it was found that support teachers need to be immersed in a subculture of learning support within the school, which involves interacting with others who share similar values and beliefs about the education of students with learning difficulties. If such a subculture does not exist the support teacher must play a major role in its development. The use of the recommended service delivery model will enhance the education provided for students with learning difficulties.

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The California School Psychologist Provides Valuable Information to Promote Reading Success Among Students

Jimerson

2008

California School Psychol

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This volume of The California School Psychologist provides valuable information to promote the reading success of students, as well as many other informative articles addressing response-to-intervention; the education of lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) students; and school-based interventions for students with autism. Each of these articles provides valuable information for school psychologists and other professionals working in the schools, and also contributes to the literature and scholarship that aims to promote the educational success of all students. Previous articles published in The California School Psychologist, including the recent volumes addressing a) school engagement, b) strength-based assessment, c) response to intervention (RTI), d) autism, and e) students with emotional or behavioral disorders, are available on-line at www.education.ucsb.edu/school-psychology and at www.casponline.org (CASP members only).The first article (Christo & Davis, 2008), shares the results of a study that examined the relationships between the cognitive processes of rapid naming, phonological processing and various literacy skills, using data from 65 students in grades two through five. This study used multiple measures, including; phonological processing, rapid naming, reading comprehension, isolated and nonsense word reading, and spelling. Regression analyses revealed that rapid naming was a stronger predictor of word reading, reading comprehension and spelling, relative to phonological processing. Decoding skills were found to account for the largest amount of variance in word reading and spelling. The authors discuss the importance of considering these results when assessing and designing interventions with reading disabled children. Based on the results of this study, the authors emphasize that psychologists should assess underlying processes of rapid naming and phonological processing to better understand the student's skills, and inform intervention strategies.A guide for school psychologists to use in the consultation process when working with teachers to address students' reading difficulties is provided in the second article (Lilles, Griffiths, Lee, Cardenas, Chacko, & Jimerson, 2008). This article details important facets of instructional consultation and important considerations to take into account including: a) entering the consultation relationship, b) effectively identifying the problem and underlying cause, c) identification of the appropriate intervention, monitoring implementation integrity, and d) the termination of the consultation relationship. This article also provides information regarding possible effective intervention strategies, resources to obtain additional information, and a valuable checklist for school psychologists. The authors encourage school psychologists to use a consultation process to contribute resources and support to teachers to improve student reading ability, and prevent negative outcomes associated with poor reading skills.The third article (H...

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A Consultation Model to Facilitate Reading Success

Cited by 43 publications

References 19 publications

Research on Reading Obstacles and Solutions of Senior High School Students

Research on Reading Obstacles and Solutions of Senior High School Students

Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support

The California School Psychologist Provides Valuable Information to Promote Reading Success Among Students

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