Reading Instruction for the Struggling Reader: Implications for Teachers of Students with Learning Disabilities or Emotional/Behavioral Disorders

Atkinson, Terry; Wilhite, Kathi; Frey, Laura M.; Williams, Sharon

doi:10.1080/10459880209604415

Cited by 12 publications

(10 citation statements)

References 5 publications

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“…These data suggest that repeatedly reading the same passage can improve fluency on those passages that are repeatedly read, as fluency gains were observed from the first to the third readings. As indicated previously, some teachers of students with EBD have observed that students with EBD experience extensive fear of failure during reading (Atkinson et al, 2002). With repeated readings in this study, participants experienced immediate reading improvements from the first to the third practice trials.…”

Section: Reading Fluency (Wcpm)supporting

confidence: 68%

Comparison of Repeated and Non-Repeated Readings on the Reading Performances of Students With Emotional and Behavioral Disorders

Escarpio

Barbetta

2015

Journal of Emotional and Behavioral Disorders

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This study used an alternating treatments design to compare the effects of three conditions on the reading fluency, errors, and comprehension of four, sixth-grade students with emotional and behavioral disorders (EBD) who were struggling readers. The conditions were (a) repeated readings in which participants read three times a passage of 100 or 150 words, (b) non-repeated readings in which participants sequentially read a passage of 100 or 150 words once, and (c) equivalent non-repeated readings in which participants sequentially read a passage of 300 or 450 words, equivalent to the number of words in the repeated readings condition. Also examined were the effects of the three repeated reading practice trials per sessions on reading fluency and errors. Overall, the results showed that with repeated readings, participants had the best outcomes in reading fluency, errors per minute, and correct answers to literal comprehension questions. Under an enhanced phase (i.e., increased reading levels and/or passage length), the positive effects during repeated readings were more demonstrative. During repeated readings, from Practice Trial 1 through Practice Trial 3, all participants improved their reading fluency and reduced their reading errors.

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Section: Reading Fluency (Wcpm)supporting

confidence: 68%

Comparison of Repeated and Non-Repeated Readings on the Reading Performances of Students With Emotional and Behavioral Disorders

Escarpio

Barbetta

2015

Journal of Emotional and Behavioral Disorders

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“…A better understanding of the potentially challenging feelings associated with specific aspects of reading can provide educators with knowledge and understanding about feelings experienced in the context of academic tasks. Reading instruction, combined with teacher awareness of students’ emotional and behavioral difficulties, can lead to reading success ( Atkinson et al, 2002 ). Third, we focused on word reading accuracy and reading rate in relation to reading self-concept and reading anxiety for children in grade 2.…”

Section: Discussionmentioning

confidence: 99%

Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender

2018

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Background: Most studies in the field of reading have focused on the linguistic and cognitive factors. Less is known about the affective aspects of reading in young readers, such as self-perceptions of reading, and reading anxiety.Aims: This study aimed to shed light on the direct and indirect relations between reading and related skills (working memory, emergent literacy skills, word reading accuracy and rate, and gender) as sources of reading affect (reading self-concept and anxiety).Sample: A total of 115 Hebrew speaking second graders participated in this study.Methods: A set of measures assessing reading accuracy and rate, emergent literacy skills (phonological fluency, rapid automatized naming and working memory) and reading affect questionnaires (reading self-concept and reading anxiety) were administered to the participants.Results: Path analysis was used as the primary analytic approach. Results indicated a negative moderate relation between reading self-concept and reading anxiety. The relations of working memory and emergent literacy to reading self-concept and reading anxiety were indirect via word reading accuracy and reading rate. Girls reported higher reading anxiety and lower reading self-concept, despite higher performance in reading accuracy and no difference in reading rate.Conclusion: The current results support the importance of examining reading affect and potential sources of reading affect. Results suggest that reading self-concept and reading anxiety and their related skills should be considered in designing reading intervention and instructions.

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“…Teachers have reported that fear of failure is so entrenched in students with EBD that these students often refused to participate in reading or to complete a reading-related activities unless they were assured that they would succeed at the task (Atkinson, Wilhite, Frey, & Williams, 2002). In the present study with repeated readings, immediate improvements from the first to the third practice trial often were evident with the participants.…”

Section: Reading Fluencysupporting

confidence: 54%

“…Teachers have reported that fear of failure was so entrenched in students with EBD that these students often refused to participate in reading or to complete reading-related activities unless they were assured that they would succeed at the task (Atkinson, Wilhite, Frey, & Williams, 2002). Students with EBD are especially at risk for reading difficulties when they also have other disabilities such as learning disabilities or attention deficit disorder (Rittner & Dozier, 2000).…”

Section: Introductionmentioning

confidence: 99%

Comparison of Repeated and Two Non-Repeated Readings Conditions on Reading Abilities of Students with Emotional and/or Behavioral Disabilities

Escarpio¹

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Reading Instruction for the Struggling Reader: Implications for Teachers of Students with Learning Disabilities or Emotional/Behavioral Disorders

Cited by 12 publications

References 5 publications

Comparison of Repeated and Non-Repeated Readings on the Reading Performances of Students With Emotional and Behavioral Disorders

Comparison of Repeated and Non-Repeated Readings on the Reading Performances of Students With Emotional and Behavioral Disorders

Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender

Comparison of Repeated and Two Non-Repeated Readings Conditions on Reading Abilities of Students with Emotional and/or Behavioral Disabilities

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