The RAVE‐O Intervention: Connecting Neuroscience to the Classroom

Wolf, Markus; Barzillai, Mirit; Gottwald, Stephanie; Miller, Lynne; Spencer, Kathleen; Norton, Elizabeth S.; Lovett, Maureen W.; Morris, Robin D.

doi:10.1111/j.1751-228x.2009.01058.x

Cited by 49 publications

(44 citation statements)

References 62 publications

(68 reference statements)

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“…Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part Two: Programme… http://dx.doi.org/10.5772/intechopen.72052orthography shared commonalities with the models proposed by Frith [43,44], Ehri [45], and Wolf and her colleagues [46,47]. The emphasis on developing automaticity through paired reading was based on similar assumptions to the work of Heckelman [48][49][50] and Laberge and Samuels [51], as well as the approaches described by Topping [52][53][54][55].…”

Section: Summaries Andmentioning

confidence: 99%

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part Two: Programme Methods and Materials

Potter¹

2017

Learning Disabilities - An International Perspective

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This chapter is the second of two chapters in this book to describe an instructional programme based on Luria's theories, which can be used to develop basic skills and automaticity in reading, writing, and spelling. The first chapter focused on the programme's theory, and then described how assessment is used to develop an individual programme relating to both basic skill and fluency needs in reading, writing, and spelling. The process was illustrated with one detailed case study. The results of this case study (Child 1) are presented in the current chapter, together with the results of 13 children exposed to similar fluency-based interventions. The results of six children exposed to one or more systematic variations in programme implementation are then discussed. Case contrast analysis is used to highlight three variables affecting successful programme implementation, namely: consistent and regular exposure to phonological and phonic instruction to provide a foundation of basic skills on which the fluency interventions in the programme can be built; consistent implementation of methods designed to improve both reading fluency, and writing and spelling fluency, to produce the greatest likelihood of positive effects; and consistent support from parents in programme implementation to produce the greatest likelihood of positive effects.Keywords: reading difficulties, dyslexia, reading fluency, writing and spelling fluency, automaticity, rate of work, analytical phonics, large print, repeated reading, visual tracking, sequential spelling IntroductionThe current chapter is the second of two linked chapters that describe a framework for working to develop automaticity in reading, writing, and spelling, based on the work of Luria © 2017 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.[1-3]. The two chapters are presented sequentially in this text, and are intended to be read in successive order.In the initial chapter, Luria's theories were outlined in relation to the broader literature on automaticity. The initial description was then followed by a case study of an 8-year-old child presenting with difficulties in automaticity in reading, writing, and spelling, in addition to the procedures used for assessment and development of his individual programme.The current chapter focuses on the methods and materials used to work with Child 1, and how the programme was implemented. Child 1's results are then presented, together with the results of 13 other children with learning difficulties for whom similar methods and materials were applied. Following this, six contrast case studies are discussed, for which there was a unique arrangement of materials and methods used.At the end of the current chapter, conclusions are drawn and the reader is referred to a resource of low-cost materi...

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Section: Summaries Andmentioning

confidence: 99%

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part Two: Programme Methods and Materials

Potter¹

2017

Learning Disabilities - An International Perspective

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“…Additional information on training and implementation of the RAVE-O Program components can be found in Wolf et al (2009).…”

Section: Teacher and Program Fidelity Considerationsmentioning

confidence: 99%

Multiple-Component Remediation for Developmental Reading Disabilities

et al. 2010

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Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 × 2 × 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and at 1-year follow-up. Equivalent gains were observed for different racial, SES, and IQ groups. These factors did not systematically interact with program. Differential outcomes for word identification, fluency, comprehension, and vocabulary were found between the multidimensional programs, although equivalent long-term outcomes and equal continued growth confirmed that different pathways exist to effective reading remediation.

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“…The programs were: an adaptation of Corrective Reading (CR; Engelmann, 1999) for individual tutoring of adults; an adult-appropriate modification of Retrieval, Automaticity, Vocabulary Elaboration – Orthography (RAVE-O; Wolf, Miller & Donnelly, 2000; Wolf, Barzalai, Gottwald, Miller, Spencer, Norton, Lovett, & Morris, 2009); and a Guided Repeated Reading program designed specifically for adults (GRR; Shore, 2003). Each instructional program is described in more detail in the Methods section.…”

Section: Intervention To Strengthen Basic Reading Skills Of Adult Leamentioning

confidence: 99%

Relative Effectiveness of Reading Intervention Programs for Adults With Low Literacy

Sabatini

Shore

Holtzman

et al. 2011

Journal of Research on Educational Effectiveness

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To compare the efficacy of instructional programs for adult learners with basic reading skills below the seventh grade level, 300 adults were randomly assigned to one of three supplementary tutoring programs designed to strengthen decoding and fluency skills, and gains were examined for the 148 adult students who completed the program. The three intervention programs were based on or adapted from instructional programs that have been shown to benefit children with reading levels similar to those of the adult sample. Each program varied in its relative emphasis on basic decoding versus reading fluency instruction. A repeated measures MANOVA confirmed small to moderate reading gains from pre- to post-testing across a battery of targeted reading measures, but no significant relative differences across interventions. An additional 152 participants who failed to complete the intervention differed initially from those who persisted. Implications for future research and adult literacy instruction are discussed.

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The RAVE‐O Intervention: Connecting Neuroscience to the Classroom

Cited by 49 publications

References 62 publications

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part Two: Programme Methods and Materials

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part Two: Programme Methods and Materials

Multiple-Component Remediation for Developmental Reading Disabilities

Relative Effectiveness of Reading Intervention Programs for Adults With Low Literacy

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