Reading Acceleration Program: A Schoolwide Intervention

Feazell, Victoria S.

doi:10.1598/rt.58.1.6

Cited by 5 publications

(5 citation statements)

References 3 publications

(3 reference statements)

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“…The findings also support Qian [54] and Grabe and Stoller [55], who assert that the more vocabulary a reader knows, the better the individual's reading skills. The findings also support the conclusions reached and confirm various studies [25,31,32,33,34] which found that effective decoding and read aloud strategies, such as phonics and neurological impress methods, assist students in rapidly expanding their vocabulary. The findings also corroborate the submission of the National Reading Panel [14] that reading aloud enhances language abilities and increases vocabulary.…”

Section: Main Effect Of Treatment On Reading Skillssupporting

confidence: 89%

“…This method is a suitable technique for teaching reading fluency to students with learning disabilities [31,32]. Many studies have shown that NIM significantly improves reading fluency of pupils with learning disabilities [31,32,33,34]. According to Lestari [35], the NIM is a supportive rather than a threatening method of improving reading.…”

Section: Neurological Impress Strategy and Reading Skillsmentioning

confidence: 99%

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Effect of Two Therapies and Gender on Reading Skills of Pupils with Learning Disabilities

Jacob¹,

Lazarus²,

Pillay³

et al. 2022

ujer

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Reading is a fundamental skill required for effective participation in academic tasks. This research investigated the significant main effects of phonics and neurological impress instructional methods on the reading skills of pupils with learning disabilities. A quasi-experimental pretest-posttest control group design with a 3 x 2 factorial matrix was used. Purposive sampling was used to select forty-five students with learning disabilities (N = 45, M = 22, F = 23, Mean age = 9.3) from three government-owned primary schools. Six instruments were used: Pupil Rating Scale (Revised) (r = 0.75); Picture Vocabulary Test (r = 0.75); PALS-PreK (r = 0.82); Informal Reading Inventory (r = 0.70); and Umolu' s One Hundred High Frequency Words (r = 0.85). The data collected were analysed using the analysis of covariance (ANCOVA) and an estimated marginal mean score of 0.05 level is of significance. The findings revealed that treatment had a significant main effect on the reading skills of students with learning disabilities (F (2, 42) = 43.178, p < .05, η 2 =.762), but gender had no significant main effect. It is recommended that phonics and neurological impress instructional methods be adopted when teaching reading skills to pupils with learning disabilities.

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Section: Main Effect Of Treatment On Reading Skillssupporting

confidence: 89%

Section: Neurological Impress Strategy and Reading Skillsmentioning

confidence: 99%

Effect of Two Therapies and Gender on Reading Skills of Pupils with Learning Disabilities

Jacob¹,

Lazarus²,

Pillay³

et al. 2022

ujer

View full text Add to dashboard Cite

show abstract

“…Many researchers worldwide showed satisfaction with the results of the Neurological Impress Method (NIM) developed as very prevalent method with sufficient techniques for practicing reading fluency to students with reading disabilities (Heckerman, 1986;Chard & Tyler, 2002;Feazell, 2004;Flood & Fisher, 2005;Wise, 2007nd Barden, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Neurological Impress Method on Reading Fluency of Students with Learning Disabilities in Amman, Jordan

Ziadat¹,

AL-Awan²

2017

IES

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The aim of this study was to evaluate the effectiveness of Neurological Impress Method (NIM) on reading fluency of students with learning disabilities in Amman, Jordan. A sample of forty students (boys and girls) between the ages 10-12 years old with learning disabilities were selected from the Fourth Amman Educational Directorate in the Hashemite Kingdom of Jordan.Students focused groups in this research were separated into two different groups including the satisfactory controlled group. The participants were taught for one complete semester. Two hypotheses were formulated to guide this research.Statistical analysis to the gathered data revealed that the focused group of students who were trained according to the scheduled strategy to improve students reading ability or became more fluent in reading.Full analyses were applied using the T-test on all available data, indicating that students who were trained according to the scheduled strategy.The study found out that the strategy reduced the reading fluency deficiency in teens with different levels of learning disabilities. Consequently, it was recommended that the strategy can be used to improve reading fluency of students with learning disabilities.

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“…Researchers reported that teachers' comments suggested that the program "should clearly be implemented across all levels and other teachers should do it every day" (p. 593). Feazell (2004) investigated the use of a research-based practice as a Tier 1 schoolwide intervention. Fluency training was combined with phonics instruction and practice of other decoding/encoding skills.…”

Section: An Example Of An Evidence-based Intervention Embedded In Tiermentioning

confidence: 99%

Reading instruction in tier 1: Bridging the gaps by nesting evidence‐based interventions within differentiated instruction

Jones

Yssel

Grant

2012

Psychology in the Schools

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Response to Intervention (RtI) has brought about many changes in the way educational services are being provided to students who are at risk of school failure. Schools are seeking strategies that will be beneficial to more and more students, including those students whose instruction is primarily in the core, or Tier 1. Nesting proven, evidence-based practices more widely in an RtI model is discussed as an efficient strategy for closing achievement gaps and research-practice gaps. To differentiate instruction relative to RtI and the core curriculum, the application of strategies typically reserved for Tiers 2 and 3 is suggested. An example of embedding, or nesting, interventions at Tier 1 is given. Organizational tools are provided for Tier 1 whole-class, differentiated instruction in fluency training, including repeated readings. The roles of the school psychologist, teacher, and administrator in the model are considered, along with specific, targeted examples and approaches.

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Reading Acceleration Program: A Schoolwide Intervention

Abstract: By combining fluency training with phonics instruction and dictation practice, aCalifornia school achieved significant improvement in student fluency and decoding skills.

Cited by 5 publications

References 3 publications

Effect of Two Therapies and Gender on Reading Skills of Pupils with Learning Disabilities

Effect of Two Therapies and Gender on Reading Skills of Pupils with Learning Disabilities

The Effectiveness of Neurological Impress Method on Reading Fluency of Students with Learning Disabilities in Amman, Jordan

Reading instruction in tier 1: Bridging the gaps by nesting evidence‐based interventions within differentiated instruction

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