“More than just reading”: The human factor in reaching resistant readers

Worthy, Jo; Patterson, Elizabeth; Salas, Rachel; Prater, Sheryl; Turner, Margo

doi:10.1080/19388070209558364

Cited by 67 publications

(26 citation statements)

References 35 publications

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“…The difficulty with learning new words in context is hindered by deficient lexical knowledge. This has a cumulative effect and is likely to compound comprehension difficulties (Swanborn & de Glopper, 2002;Worthy, Patterson, Salas, Prater, & Turner, 2002). Inevitably, in the later primary or early secondary grades, there will come a time when the unfamiliar vocabulary and sentence complexity become extremely challenging for students with ASD and, as a result, their comprehension problems will become more noticeable (Nation, Clarke, Wright, & Williams, 2006;Williamson et al, 2012;yeh, McTigue, & Joshi, 2012).…”

Section: Surface-level Processingmentioning

confidence: 99%

Reading comprehension intervention for high-functioning children with autism spectrum disorders

Woolley

2016

Australian Journal of Learning Difficulties

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school of education, faculty of science, Health, education and engineering, university of the sunshine coast, ABSTRACTThe prevalence of children with autism spectrum disorders appears to be on the increase and educators are becoming more aware of their educational and social needs. In particular, many students with high-functioning autism have a deficit in reading comprehension. As a consequence, there is now a greater determination by educators to design the most appropriate reading interventions to address their specific learning impairments. This article outlines a balanced instructional framework for reading comprehension intervention that includes a three-levelled structure incorporating language decoding, language comprehension and metacognitive processes. Research suggests that reading comprehension intervention should focus on reading for meaning by incorporating visual and verbal cognitive strategies to enhance the development of local and global inferencing skills. The framework highlights the need to develop language, social and self-regulation abilities in association with dialogic interaction.

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Section: Surface-level Processingmentioning

confidence: 99%

Reading comprehension intervention for high-functioning children with autism spectrum disorders

Woolley

2016

Australian Journal of Learning Difficulties

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“…In a study they carried out with secondary school students, Miller, Crowson, Duke & Akey (2004) suggested that with the consideration of the reading process as a significant value, reading tasks performed at school and reading success were interconnected concepts. It was stated that students with high reading skills success, read books in the class or in the school library willingly through accepting responsibility (Worthy, Patterson, Salas, Prater & Turner 2002). In a study conducted at a different grade level, it was stated that students considering reading as an intrinsic value, made use of their time reading books (Durik, Vida & Eccles 2006).…”

Section: Nd Sub-problemmentioning

confidence: 99%

“…Otis, Frederick, Grouzet & Pelletier (2005) remark that students have a really high self-motivation while they are reading for their homework. When all grade level students are analyzed, it was found out that those students with higher reading skill success take responsibility and voluntarily read in class and in the school library (Worthy, Patterson, Salas, Prater & Turner 2002). In parallel with this situation, Assor, Kaplan, & Roth (2002) state that whenever the students feel that the tasks are meaningless, they may become uninterested in the task and any knowledge they will learn from it.…”

Section: Introductionmentioning

confidence: 99%

The Factors Effecting Reading Literacy in the Programme for International Students Achievement (PISA) 2009

COŞGUNER¹,

Güzeller²

2015

MJH

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Abstract:The aim of this study was to determine the factors effecting the reading literacy of 15 year old age-group students in Turkey, within the context of the Programme for International Student's Achievment (PISA) 2009. The study involved 4996 students. To determine the factors effecting reading literacy, analysis based on sub-problems was conducted. In this analysis, firstly an exploratory factor analysis by questionnaire was conducted concerning questions relating to interest and learning strategies. Then the defined factors were analyzed based upon confirmatory factor analysis and, finally, linear regression analysis was conducted to establish the reading literacy explanation ratio of the defined factors. Based upon these results, a 7-factor stucture related to reading literacy was derived and confirmatory factor analysis of the 7-factored structure was confirmed. This defined 7-factor structure explained 59.71 percent of the total variation. As a result of multiple linear regression analysis, it was found that the determined variables identified the 14.1 portion of reading. Keywords: PISA 2009, Reading Literacy, Exploratory and Confirmatory Factor Analysis, Multiple Linear RegressionÖz: Bu çalışma, 2009 yılı Uluslararası Öğrenci Başarı Programı (PISA) uygulaması kapsamında Tür-kiye'deki 15 yaş grubu öğrencilerin okuma becerisini etkileyen faktörleri saptamayı amaçlamaktadır. Çalışma 4996 öğrenci ile yürütülmüştür. Okuma becerisini etkileyen faktörleri saptamak amacıyla alt problemlere dayalı analizler yapılmıştır. Bu analizlerde ilkin, açıklayıcı faktör analizi anketteki ilgi ve öğrenme stratejilerine ilişkin sorularla yürütülmüştür; ardından tanımlanan faktörler doğrulayıcı faktör analizine bağlı olarak analiz edilmiş ve son olarak doğrusal regresyon analizi belirlenen faktörlerin açıklama oranını -okuma becerisini saptamak için yapılmıştır. Sonuçlara göre, okuma becerisine ilişkin 7 faktörlü yapı elde edilmiş ve 7 faktörlü yapı, doğrulayıcı faktör analizi teyit edilmiştir. Belirlenen bu 7 faktörlü yapı toplam değişikliğin %59.71'ni açıklamaktadır. Çoklu doğrusal regresyon analizi sonucunda, belirlenen değişkenlerin 14.1 okuma payını tespit ettiği bulunmuştur.Anahtar sözcükler : PISA 2009,

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“…Ces derniers sont portés à lire davantage lorsque l'enseignant interagit avec eux régulièrement à propos de la lecture, ce qui a un effet sur leur réussite dans ce domaine (Ivey & Broaddus, 2001;Worthy, Patterson, Salas, Prater & Turner, 2002). Morrow (1992) souligne l'importance de la relation qui existe entre les attitudes envers la lecture des enseignants et la réussite des élèves dans ce domaine en affirmant que les élèves à qui l'on donne l'occasion de développer le goût de lire lisent davantage alors que ceux qui ne profitent pas d'un environnement stimulant et qui, de surcroît, ne sont pas intéressés par la lecture de façon intrinsèque évitent encore plus cette activité.…”

Section: Les Enseignants En Tant Que Modèles De Lecteurs Pour Leurs éunclassified

Le rapport à la lecture et les compétences en écriture des futurs enseignants : enjeux déterminants pour favoriser le goût de lire chez les élèves

Dionne

2011

mje

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RésUmé. Les enseignants qui sont des lecteurs engagés instaurent des pratiques pédagogiques qui influencent positivement les habitudes de lecture de leurs élèves. Mais qu'en est-il des enseignants qui n'ont pas développé le goût de lire? Parmi les futurs enseignants, on remarque que certains semblent avoir peu d'affinité pour la lecture. Dans cette étude, nous nous intéressons au rapport à la lecture qu'ils entretiennent. Nous considérons également leur niveau de compétences en écriture. Par le biais d'une enquête, nous avons recueilli des données auprès d'environ deux cents étudiants maîtres. L'analyse des résultats démontre que ceux qui ont des compétences en écriture plus élevées entretiennent un rapport à la lecture plus positif que leurs collègues ayant des compétences en écriture moins élevées. Des conséquences possibles liées à ce constat font l'objet d'une discussion. ABsTRACT. Teachers who are engaged readers establish education practices that positively influence their pupils' reading habits. What happens however with teachers who have not developed a penchant for reading? Among prospective teachers, we notice that some seem to have little affinity for reading. In this study, we were interested in prospective teachers' relationship with reading. We also considered the level of their writing skills. Data were collected from about two hundred student teachers. The results support the conclusion that those with higher writing skills have a more positive connection to reading than their colleagues with lesser writing skills. This finding provides future topics for discussion.

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“More than just reading”: The human factor in reaching resistant readers

Cited by 67 publications

References 35 publications

Reading comprehension intervention for high-functioning children with autism spectrum disorders

Reading comprehension intervention for high-functioning children with autism spectrum disorders

The Factors Effecting Reading Literacy in the Programme for International Students Achievement (PISA) 2009

Le rapport à la lecture et les compétences en écriture des futurs enseignants : enjeux déterminants pour favoriser le goût de lire chez les élèves

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