Effective and Efficient: Maximizing Literacy Assessment and Instruction

Mohr, Kathleen A. J.; Dixon, Kathryn; Young, Chase

doi:10.1108/s2048-0458(2012)0000001013

Cited by 5 publications

(7 citation statements)

References 19 publications

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“…In light of his progress, we also began the NIM/repeated readings hybrid intervention with the other student, Maria. After receiving the intervention for 16 weeks, both students were reading on grade level and successfully exited the reading intervention program (Mohr, Dixon, & Young, ; Young & Mohr, in press).…”

Section: The Genesis Of Read Two Impressmentioning

confidence: 99%

“…Classroom fluency support typically involves stand‐alone instructional practices such as Readers Theatre or choral reading (Rasinski, ), but many students need more concerted, synergistic, intentional, and individualized attention. In this article, we offer a method for increasing students’ reading fluency called Read Two Impress (R2I; Mohr, Dixon, & Young, ; Rasinski & Young, ; Young & Mohr, in press; Young, Mohr, & Rasinski, ). This approach combines some recommended strategies that can have a powerful effect on students’ oral reading proficiency.…”

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Read Two Impress

Young¹,

Rasinski²,

Mohr³

2015

The Reading Teacher

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The authors describe a research‐based method to increase students’ reading fluency. The method is called Read Two Impress, which is derived from the Neurological Impress Method and the method of repeated readings. The authors provide step‐by‐step procedures to effectively implement the reading fluency intervention. Previous research indicates that Read Two Impress can significantly impact students’ reading fluency and overall reading achievement.

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Section: The Genesis Of Read Two Impressmentioning

confidence: 99%

mentioning

confidence: 99%

Read Two Impress

Young¹,

Rasinski²,

Mohr³

2015

The Reading Teacher

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“…By the end of the ten-week intervention, Emilio was reading at grade level with adequate reading fluency and comprehension.In addition, Emilio showed an interest in reading and claimed his favorite author was Jeff Kinney. This was important because he had no favorite authors or books at the beginning of the intervention [21]. It seemed that he was motivated by his progress, which is why the current study added an additional component to the R2I protocol, reading aloud.…”

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confidence: 99%

“…Therefore, the researchers added a few other elements, a concept often used with struggling readers typically referred to as "stacked instruction". This approach takes multiple research-based interventions and stacks them to work in a more synergistic and powerful way [21].Thus, the researchers framed Read Like Me based on a whole-part-whole instructional process in the hopes of adding authenticity while simultaneously stacking instruction. In Read Like Me, the tutor reads the entire text aloud and entertains the student with a prosodic read aloud, then the tutor and student use R2I to assist the student in developing mastery of the text, and finally, the student reads the entire text aloud-in the end, the student engages in successful authentic reading.…”

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Read Like Me: An Intervention for Struggling Readers

2020

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The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention deficit hyperactive disorder. Using a single-case experimental design, the intervention was monitored in four phases, including a baseline, intervention coupled with regular schooling, intervention only, and a return to baseline. The results indicated that the intervention combined with regular schooling improved his reading expression and rate and also his decoding skills, word knowledge, and reading comprehension. In conclusion, the authors offer Read Like Me as one more intervention that may be a viable option for teachers in their effort to support developing readers.The theory of automaticity essentially purported that the more automatic readers become in word recognition, the more cognitive resources can be reallocated to higher-level reading processes, such as reading comprehension [1]. Stanovich [2] referred to the theory of automaticity as a critical precursor to many important reading theory developments. Decades later, it is still used to frame studies in reading, especially those that examine practiced-based methods [3][4][5][6]. The purpose of this study was to explore the effectiveness of a newly developed practice-based reading intervention for struggling elementary readers. The intervention, Read Like Me, is a multifaceted approach comprised of several researched interventions, including reading aloud, repeated readings, assisted reading, and the gradual release of responsibility. In light of the significant impact that the methods have on students' reading, the methods were combined to create a synergistic and potentially effective intervention.Struggling readers need expert, research-based instruction [7] especially as the expectations grow for young readers. Students are increasingly required to read texts that are too difficult, a requirement that contradicts previous research [8,9]. Gradually, however, that perspective has changed [10], and students are frequently engaged in texts that are far more challenging. Allington [7] adamantly opposes this practice and reminds us that adults would likely refuse to read books at only 98%-word recognition accuracy, which would amount to approximately six unknown words per page. Regardless, here we are putting difficult texts into the hands of struggling readers.Recently, Strong, Amendum, and Conradi Smith [11] described a similarly dim outlook on the current perspectives on text difficulty in modern reading education. However, the authors continued on to describe some of the research that may help educators consider the appropriate contexts for utilizing challenging texts. Before selecting a text, a teacher should consider the reader and also how much assistance will be provided. Thus, it might be possible for te...

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