Neurological Impress Method PLUS

Flood, James; Lapp, Diane; Fisher, Douglas

doi:10.1080/02702710590930500

Cited by 23 publications

(38 citation statements)

References 8 publications

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“…We were mindful of a sizeable number of studies in which children trained in the acquisition of reading fluency also demonstrated growth in comprehension (Breznitz, 1987;Flood, Lapp, & Fisher, 2005;Greenwood, Tapia, Abbott, & Walton, 2003;Griffith & Rasinski, 2004;Keehn, 2003;O'Connor et al, 2002;O'Connor, White, & Swanson, 2007;Reutzel, Hollingworth, & Eldredge, 1994;Young, Bowers, & MacKinnon, 1996). In our study, however, the children had already acquired a high level of fluency as evidenced by their rate, accuracy, and prosody.…”

Section: Rationalementioning

confidence: 70%

“She's My Best Reader; She Just Can't Comprehend”: Studying the Relationship Between Fluency and Comprehension

Applegate

Modla

2009

The Reading Teacher

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If reading fluency contributes to reading comprehension, then highly fluent readers should be expected to perform well in comprehension when reading materials are at their current grade level. The authors identified 171 elementary, middle, and secondary students who had been labeled by parents and teachers as strong readers and assessed as highly fluent readers. All students were given two narrative passages from the Critical Reading Inventory to assess their ability to react and respond to the text, as well as their ability to remember it. More than one third of the sample was classified as struggling comprehenders and another one third demonstrated instructional needs. The authors concluded that instructing children in fluency as distinct from comprehension is a serious oversimplification of a delicate and complex interaction. إذا ساهمت المرونة القرائية في استيعاب القراءة فينبغي أن نتوقع من القراء المتفوقين أداء قرائياً جيداً في استيعاب مواد قرائية على مستواهم الدراسي. وقد حدد المؤلفون 171 طالب من المدارس الابتدائية والإعدادية والثانوية كانوا قد تعينوا من والديهم ومعلميهم كقراء قويين وقد تقيموا كقراء يتمتعون بمستوى عال من المرونة القرائية. وقد تم إعطاء جميع الطلاب نصين حواريين من بيان القراءة النقدية المفصل لتقييم مقدرتهم على الرد والإجابة على النص وكذلك مقدرتهم على تذكر النص. وأكثر من ثلث العينة قد اندرج تحت صنف مواجهين صعوبات في الاستيعاب وثلث آخر أظهر حاجات تعليمية. وقد توصل المؤلفون إلى نتيجة أن تمييز تعليم المرونة القرائية للأطفال عن الاستيعاب هو تبسيط للغاية لتفاعل معقد وهش. 如果流畅阅读能有助于阅读理解的话，那么具有高度阅读流畅能力的阅读者，在阅读他们所就读年级的读物时，便会有预期的良好阅读理解表现。本文作者确认了 171名小学、初中和高中学生，他们都被家长与教师认为是能力高的阅读者，亦是被考评为具有高度阅读流畅能力的阅读者。这些学生全部接受一项阅读理解能力测试，阅读两篇选自《批判性阅读能力测验》的叙述式文章，并回答评估他们对文章内容的反应能力、回应能力，以及记忆能力的问题。在这个研究样本中，超过三分之一的学生被测定为有阅读理解困难，而另外三分之一则有阅读理解教学的需要。本文作者在结论中指出，把儿童阅读流畅度与阅读理解作为两种截然不同的能力训练，是严重地和过分地简单化了两者之间的微妙和复杂互动关系。 Si la vitesse de lecture contribue à la compréhension de la lecture, alors on devrait s'attendre à ce que les lecteurs très rapides aient de bons résultats en compréhension quand ce qu'ils ont à lire correspond à leur niveau d'études. Les auteurs ont retenu 171 élèves d'école élémentaire, de collège et de lycée que leurs parents et leurs professeurs considéraient comme de bons lecteurs et qui avaient été évalués comme des lecteurs très rapides. Tous les élèves ont reçu deux passages d'un texte narratif provenant de l'Inventaire de lecture critique afin d'évaluer leur capacité à réagir et à répondre au texte, ainsi que leur capacité à le mémoriser. Plus d'un tiers de l'échantillon a été classé comme ayant des difficultés de compréhension et un autre tiers avait besoin d'une aide pédagogique. Les auteurs ont conclu qu'entraîner les élèves à lire plus vite indépendamment de la compréhension consiste à simplifier à l'extrême une interaction délicate et complexe. Если беглость чтения способствует пониманию прочитанного, тогда от очень бегло читающих учеников можно ожидать хорошего понимания материалов, рассчитанных на их возрастную группу. Авторы статьи выбрали 171 ученика начальных, средних и старших классов, которых родители...

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Section: Rationalementioning

confidence: 70%

“She's My Best Reader; She Just Can't Comprehend”: Studying the Relationship Between Fluency and Comprehension

Applegate

Modla

2009

The Reading Teacher

View full text Add to dashboard Cite

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“…I felt that a good way of establishing this was to ask a student to talk about the pertinent aspects of her life history and construct a narrative of her speaking directly into the ear of the student. The two read the text f luently together, pausing only where the punctuation dictates (Arnold, 1972;Flood et al, 2005). Positive reinforcement and physical proximity contribute to the psychological benefits.…”

Section: Qualitative Data Collection Methodsmentioning

confidence: 99%

“…Previous researchers have noted that a major drawback of NIM+ is the need for a 1:1 teacherstudent ratio and have pondered the viability of modifying the system by training classroom assistants to mimic the role of the teacher. Indeed, some studies have tried such approaches, but with mixed results (Flood et al, 2005). In my intervention, the NIM+ was modified in three significant ways for a group of four students:…”

Section: Qualitative Data Collection Methodsmentioning

confidence: 99%

“…Heidi made substantial progress in reading at the sixth form. This, at least in part, could reasonably be attributed to weekly practice in 90-minute workshop sessions using a modified neurological impress method plus (NIM+; Flood, Lapp, & Fisher, 2005), adapted for small-group work, as well as her own independent efforts. Just as interesting and important as the technical D e c 2 0 0 9 / J a n 2 0 1 0 problems require learning support throughout the individual's education career (Hunter-Carsch, 2001).…”

mentioning

confidence: 99%

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From “Acting Reading” to Reading for Acting: A Case Study of the Transformational Power of Reading

Barden

2009

J Adolescent & Adult Lit

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In this study the author charts the trajectory of an adolescent student's identity, from being a struggling reader to a competent reader and successful young actor. The author argues that reading is central to our ability to make sense of both our inner selves and our surroundings, and that it is therefore imperative that unskilled readers are given opportunities to improve. A modified Neurological Impress Method Plus is shown to contribute to the focus student's substantial improvements in reading, and to the positive evolution of her sense of identity. Qualitative and quantitative data are combined to provide a vivid account of the student's relationship with reading. Analysis of this relationship helps to challenge some assumptions about the relationship between adolescence, identity, and dyslexia. The article finishes with suggestions for teaching reading with teenage students who have been labelled poor readers. في هذه الدراسة يحدد المؤلف مسار هوية طالب مراهق من كونه قارئ يواجه صعوبات في القراءة إلى قارئ قادر وممثل صغير ناجح. ويحتج المؤلف بأن القراءة هي مركز قردتنا على فهم أنفسنا الداخلية ومحيطاتنا وبالتالي لا بد للقراء غير المهرة من توفيرهم بفرص للتحسن. وتثبت طريقة تأثير النظام العصبي المتعدلة فائدتها في تحسين القراءة عند الطالب بشكل ملحوظ وفي التطور الإيجابي عند وعيه بهويته. ويتم جمع المعطيات الكمية والكيفية لتوفير قصة شديدة الوضوح عن علاقة الطالب بالقراءة. إذ يساعد تحليل هذه العلاقة في تحدي بعض الافتراضات بشأن العلاقة بين المراهقة والهوية والصعوبة في القراءة والكتابة. وتنتهي هذه المقالة بالاقتراحات لتعليم القراءة مع الطلاب المراهقين الذين يندرجون تحت صنف القراء ذوي الصعوبة في القراءة. 本研究之作者绘制出一名青少年学生身份认同的演变轨迹，首先由一名有困难的阅读者演变为一名有足够能力的阅读者，然后再演变为一名成功的青年演员。作者认为，阅读对我们理解内在自我的能力及理解周围环境事物的能力是至为重要的，因此我们必须给予不擅长阅读技能的学生有改进的机会。这项研究显示，经修改后的「神经学记印方法加强版」大大改进了这名焦点学生的阅读能力，也正面地影响了她的身份认同意识的演化。作者综合了定性与定量的研究资料，用以生动地描述该名学生与其阅读之间的关系。这关系的分析有助于质疑一些对青少年、身份认同、阅读障碍之间的关系的假设。本文最后建议一些阅读教学方法，用以教导那些被标签为阅读能力薄弱的青少年学生。 Dans cette étude l'auteur trace la trajectoire identitaire d'un adolescent scolarisé, ayant commencé par être un lecteur en difficulté pour devenir un lecteur compétent et un jeune acteur qui réussit. L'auteur soutient que la lecture est un élément central de notre capacité à donner du sens à la fois à notre moi intime et à notre environnement, et qu'il est donc impératif que les lecteurs malhabiles aient des occasions de progresser. La Neurological Impress Method Plus modifiée apparaît avoir contribué à ses progrès substantiels en lecture, et à une évolution positive du sens de son identité. Des données qualitatives et quantitatives ont été combinées pour rendre compte de façon vivante de la relation de cette élève à la lecture. L'analyse de cette relation contribue à jeter un doute sur la relation entre adolescence, identité, et dyslexie. L'article se termine par des suggestions pour enseigner la lecture aux plus de dix ans que l'on étiquette comme de mauvais lecteurs. В данном исследовании автор прослеживает траекторию развития идентичности девочки‐подростка: от неумеющей читать ученицы до компетентного читателя и успешной ...

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“…What other kind of learning or teaching is there? The neurological impress method for reading fluency (Flood, Lapp, & Fisher, 2005; Heckelman, 1966), although potentially effective, is no more or less neurological than any other kind of educational method that makes an impression. Reference to the brain is apparently meant to imply research‐demonstrated efficacy, but the only warrant for suggesting research demonstrated efficacy of a method is citation of research on said method's efficacy.…”

Section: Interpretive Warrantsmentioning

confidence: 99%