Multisyllabic Word-Reading Instruction With and Without Motivational Beliefs Training for Struggling Readers in the Upper Elementary Grades: A Pilot Investigation

Toste, Jessica R.; Vaughn, Sharon; Roberts, Garrett J.; Kearns, Devin M.

doi:10.1086/691684

Cited by 42 publications

(69 citation statements)

References 65 publications

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“…This hypothesis has received initial support from a number of recent studies with young students. Combining cognitive and motivational interventions was found to have positive effects on young students' word reading (Toste et al, 2017) and reading comprehension (e.g., Guthrie et al, 2004), as well as middle school math scores (e.g., Cleary et al, 2017). This emerging research also suggests that, in addition to an additive effect on the achievement of enhancing both cognitive and motivational processes, combining cognitive and motivational interventions may manifest positive effects of cognitive processes on motivation (COG→MOT) and vice versa (MOT→COG).…”

Section: Combining Cognitive and Motivational Interventions To Promotmentioning

confidence: 98%

“…Building on the small body of research on combined cognitivemotivational interventions (Cleary et al, 2017;Guthrie et al, 2004;Toste et al, 2017), we conducted 10 experiments over four academic years at three different universities in an iterative test of the following research questions: (a) Do combinations of cognitivemotivational interventions in introductory undergraduate biology courses impact students' achievement relative to no interventions, and to only cognitive or motivational interventions? and (b) Which combinations of cognitive-motivational interventions in undergraduate biology courses are more effective in impacting students' achievement?…”

Section: The Current Studymentioning

confidence: 99%

See 1 more Smart Citation

Combined cognitive–motivational modules delivered via an LMS increase undergraduate biology grades.

Cromley¹,

Perez²,

Kaplan³

et al. 2020

Technology, Mind, and Behavior

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Section: Combining Cognitive and Motivational Interventions To Promotmentioning

confidence: 98%

Section: The Current Studymentioning

confidence: 99%

Combined cognitive–motivational modules delivered via an LMS increase undergraduate biology grades.

Cromley¹,

Perez²,

Kaplan³

et al. 2020

Technology, Mind, and Behavior

View full text Add to dashboard Cite

“…Conversely, establishing links between letter clusters and their pronunciations (e.g., col ‐ lec ‐ tion ) would result in forming and storing three connections in memory. As per connectionist approach, storing and recalling of three connections, as compared with 10 connections, would be a more efficient strategy for reading the target word due to reduced cognitive load (Ehri, ; Toste, Capin, Vaughn, Roberts, & Kearns, ).…”

Section: Syllabic Analysis Of Multisyllabic Wordsmentioning

confidence: 99%

“…Conversely, establishing links between letter clusters and their pronunciations (e.g., col-lec-tion) would result in forming and storing three connections in memory. As per connectionist approach, storing and recalling of three connections, as compared with 10 connections, would be a more efficient strategy for reading the target word due to reduced cognitive load (Ehri, 2005;Toste, Capin, Vaughn, Roberts, & Kearns, 2017). Goodwin, Gilbert, and Cho (2013), however, posited that rather than dividing words into syllables and connecting them to their pronunciations, parsing words into base words and affixes (i.e., prefixes, suffixes) would be much more efficient because fewer connections, than syllables, would have to be stored and retrieved from memory.…”

Section: Syllabic Analysis Of Multisyllabic Wordsmentioning

confidence: 99%

Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers

Bhattacharya¹

2020

J Adolescent & Adult Lit

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The complexities of words in different subject areas increase as students transition from elementary school to middle school. Although most secondary school readers can read monosyllabic words, many other older readers have difficulty with reading multisyllabic words because of their poor phonological and morphological skills. Explicit word‐reading instruction, focused on syllabic and morphemic analyses of multisyllabic words, therefore should be considered for advancing older struggling readers’ word‐reading skills. Results from word‐reading interventions have shown that analyses of syllables and morphemes in multisyllabic words advance older struggling readers’ phonological and morphological skills. Proficiency in recognizing syllables and morphemes in multisyllabic words then promotes older struggling readers’ accurate reading of complex words. Therefore, reading instruction for struggling older readers should focus on using syllable and morpheme analyses for promoting their multisyllabic word reading.

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“…Roberts, 2017; Toste, Capin, Vaughn, Roberts, & Kearns, 2017;Toste, Capin, Williams, Cho, & Vaughn, 2019). There is evidence that academic interventions that include components related to self-determination have a positive impact on the academic performance of elementary students with learning disabilities (LD; Didion, Toste, Benz, & Shogren, 2020;Konrad, Fowler, Walker, Test, & Wood, 2007).…”

mentioning

confidence: 99%

Self‐Determination to Increase Oral Reading Fluency Performance: Pilot and Replication Single‐Case Design Studies

Didion

Toste

Benz

2020

Learn Disabil Res Pract

Self Cite

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We report findings from multiple baseline design studies examining the effects of a program ("Data Mountain") to improve the oral reading fluency (ORF) performance of 12 third-grade students with significant reading difficulties. The Data Mountain program guided students through self-monitoring, goal setting, and motivation training related to their reading performance. In the pilot study, these components were introduced across two experimental phases (self-monitoring and goal setting, followed by motivation training) to observe potential additive effects. In the replication study, the full Data Mountain program was introduced in one experimental phase. Between-case standardized mean difference effect sizes yielded moderate effects across studies (ES = 0.53, 0.63). Visual analyses of data revealed that students demonstrated increased levels of words read correctly per minute (wpm). In the pilot study, students' fluency increased to an average of 22 wpm in the self-monitoring and goal-setting phase, and to a further 9 wpm in the motivation training phase. In the replication study, students increased an average of 18 wpm with the Data Mountain program. These results provide evidence to suggest that self-determination and motivation training have the potential to support the ORF performance of students with significant reading difficulties in the elementary grades. Students with or at-risk for reading disabilities (RD) have difficulties with reading fluency, a foundational reading skill interconnected with other skills (e.g., comprehension) essential to reading proficiency (National Reading Panel [NRP], 2000). Given the value placed on reading as one of the key indicators of school success, it is not surprising that there are a host of negative long-term consequences associated with poor reading skills, including dropout, unemployment or underemployment, and involvement in the criminal justice system (Cortiella & Horowitz, 2014). Students with RD have difficulties with naming speed, sight word recognition, decoding, and phrase reading, all of which leads to deficits in reading fluency (Chard, Vaughn, & Tyler, 2002). Additionally, students who struggle with reading demonstrate low levels of both intrinsic and extrinsic motivation (Lee & Zentall, 2012), making efforts to improve reading outcomes especially challenging. Methods to improve students' willingness to engage in reading tasks through psychosocial behavior skills, such as self-determined learning and motivation training, show promise for students with persistent reading difficulties (Solís, Scammacca, Barth, & Requests for reprints should be sent to Lisa Didion, University of Iowa.

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Multisyllabic Word-Reading Instruction With and Without Motivational Beliefs Training for Struggling Readers in the Upper Elementary Grades: A Pilot Investigation

Cited by 42 publications

References 65 publications

Combined cognitive–motivational modules delivered via an LMS increase undergraduate biology grades.

Combined cognitive–motivational modules delivered via an LMS increase undergraduate biology grades.

Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers

Self‐Determination to Increase Oral Reading Fluency Performance: Pilot and Replication Single‐Case Design Studies

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