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Relação entre níveis de compreensão e estratégias de leitura utilizadas por surdos sinalizadores em um programa terapêutico; Relationship between comprehension levels and reading strategies used in a therapeutic program by deaf individuals who communicate through sign language

CÁRNIO, Maria Sílvia; CSIPAI, Eleonora Silva; COUTO, Maria Inês Vieira
Fonte: Sociedade Brasileira de Fonoaudiologia Publicador: Sociedade Brasileira de Fonoaudiologia
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.546108%
OBJETIVO: Determinar as mudanças referentes às estratégias de aprendizagem nos níveis de compreensão de leitura durante um programa de intervenção fonoaudiológica direcionado aos surdos sinalizadores. MÉTODOS: Participaram cinco estudantes surdos, com idades entre dez anos e 15 anos, cuja língua preferencial para comunicação era a Língua Brasileira de Sinais. Todos frequentaram um programa de intervenção fonoaudiológica fundamentada na técnica de scaffolding (andaime). As variáveis consistiram dos desempenhos das avaliações individuais do nível de compreensão de leitura e das estratégias utilizadas para esta compreensão, antes de iniciar o programa e ao término do mesmo. RESULTADOS: Ao término do programa de intervenção, mais estudantes surdos utilizaram estratégias de elaboração (p=0,197) e menos estudantes utilizaram estratégias de monitoramento (p=0,197). Houve mudança significativa quanto à pontuação do nível de decodificação (p=0,109) e tendência à significância no nível de compreensão literal (p=0,197), com aumento da pontuação. Verificou-se significância somente entre a utilização da estratégia de elaboração e os dois momentos da avaliação (inicial e final) (p=0,059). CONCLUSÃO: O programa de intervenção baseado na técnica de scaffolding propiciou que estudantes surdos sinalizadores utilizassem mais estratégias de elaboração e menos de monitoramento; consequentemente...

Metalinguagem e alfabetização: efeitos de uma intervenção para recuperação de alunos com dificuldades na aprendizagem da linguagem escrita; Metalanguage and Literacy: effects of an intervention for recovering of students with difficulties in the written language learning

Diniz, Neusa Lopes Bispo
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 28/03/2008 Português
Relevância na Pesquisa
37.674644%
Há na literatura especializada fortes evidências empíricas a respeito das relações entre habilidades de leitura e escrita e habilidades metalingüísticas. Entretanto, ainda são pouco numerosos os trabalhos que analisam efeitos de intervenções, sobretudo com falantes do português brasileiro. A presente pesquisa investigou a influência de um programa de intervenção, baseado em atividades voltadas para o desenvolvimento da consciência dos aspectos formais e estruturais da linguagem, com vistas ao domínio de habilidades metafonológicas e metassintáticas, sobre o desenvolvimento de habilidades de leitura e de escrita. O estudo teve um delineamento do tipo experimental realizado com um grupo experimental e um grupo controle, em três fases: pré-teste e pós-teste para todos os participantes e intervenção para o grupo experimental em sala de aula. Participaram deste estudo 44 crianças de ambos os sexos, de 2ª séries do ensino público fundamental, com idades de 08 a 12 anos, originárias de duas classes regulares nas quais as crianças apresentavam diversidades em termos de desempenho no processo de alfabetização. Algumas já dominavam o sistema escrito, mas muitas delas ainda não tinham este domínio. Foi feita aplicação coletiva de tarefas de avaliação de escrita e aplicação individual de tarefas de avaliação de leitura...

Remediação fonológica associada à leitura e escrita em escolares com distúrbio de apredizagem: aplicabilidade do PEAC; Phonological remediation associated with reading and writing strategies in students with learning disability: applicability of CAEP

Freire, Thaís
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 28/03/2014 Português
Relevância na Pesquisa
37.542944%
O distúrbio de aprendizagem (DA) é um transtorno de origem neurobiológica caracterizado por falhas no processamento cognitivo-linguístico, auditivo e visual que prejudicam, principalmente, as habilidades de leitura, escrita e raciocínio matemático. Estudos reforçam a necessidade da intervenção fonoaudiológica dirigida à população com DA. Como alternativa para o tratamento do DA são adotados os programas de remediação fonológica que visam o treino de habilidades metalinguísticas e o ensino da relação letra-som necessários para a aprendizagem do sistema de escrita. A literatura ainda reforça o uso de estratégias não somente fonológicas, mas que envolvam diretamente a leitura e a escrita. Considerando o exposto, o objetivo do presente trabalho foi verificar os efeitos de um programa de remediação fonológica associado à leitura e escrita em escolares com DA e verificar a aplicabilidade dos Potenciais Evocados Auditivos Corticais (PEAC-P1-N1-P2) como indicadores de evolução terapêutica. Foram selecionados 20 escolares na faixa etária de 8 a 14 anos, de ambos os gêneros, diagnosticados com DA por equipe interdisciplinar da FOB-USP. Os participantes foram divididos em 2 grupos: Grupo Experimental (10 escolares) e Grupo Controle (10 escolares). O GE foi submetido ao programa de remediação para comparação com escolares do GC que inicialmente não receberam a intervenção. Foram realizadas avaliações pré e pós a aplicação do programa de remediação para verificar o desempenho cognitivo-linguístico dos participantes nas habilidades do processamento fonológico...

Elaboração e aplicação de um programa de intervenção de decodificação fonológica em crianças com risco para dificuldade de leitura; Elaboration and application of a phonological decoding intervention program in children at risk for reading difficulties

Silva, Nathane Sanches Marques
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 31/03/2015 Português
Relevância na Pesquisa
37.89333%
A linguagem oral e as habilidades do processamento fonológico, consciência fonológica, memória fonológica e acesso rápido ao léxico, são pré-requisitos para a aquisição da linguagem escrita. Dessa forma, crianças com dificuldades na aquisição e desenvolvimento da linguagem oral e/ou dificuldades em uma ou mais habilidades do processamento fonológico, podem ser consideradas como de risco para dificuldades de leitura, mesmo esta criança estando, ainda, na idade pré-escolar. O objetivo deste estudo foi o de elaborar, aplicar e analisar um programa de intervenção de decodificação fonológica para crianças com risco para dificuldade de leitura. Participaram desse estudo 30 crianças de ambos os sexos, com idades de seis anos a sete anos e 11 meses. Trata-se de uma pesquisa experimental, na qual o grupo estudado de crianças com risco para dificuldade de leitura (formado por 10 crianças), foi submetido ao programa de intervenção de decodificação fonológica, para a comparação com o grupo controle de crianças com risco para dificuldade de leitura (formado por 10 crianças) e com o grupo controle de crianças sem risco para dificuldade de leitura (formado por 10 crianças), não submetidos ao programa de intervenção. O programa foi elaborado a partir da proposta de intervenção utilizada por Rivers...

Compreensão auto-regulada em leitura : procedimentos de intervenção; Self-regulated reading comprehension : design and implementation of intervention procedures

Maria Aparecida Mezzalira Gomes
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 12/02/2008 Português
Relevância na Pesquisa
37.653716%
O presente estudo, de natureza quase-experimental delineou procedimentos para sete sessões de intervenção com o objetivo de melhorar a leitura de alunos do Ensino Fundamental por meio do ensino de estratégias cognitivas e metacognitivas de aprendizagem, numa perspectiva de compreensão auto-regulada em leitura. Abordagem essa pouco conhecida no Brasil, mas relevante, pelo fato de que o leitor proficiente se torna capaz de aprender mais e melhor as áreas do currículo. Participaram do estudo duas turmas de quarta série de Escola Municipal de Jundiaí, Estado de São Paulo, seguindo-se todos os procedimentos éticos previstos relativos à pesquisa com seres humanos. Os alunos foram avaliados por meio dos seguintes instrumentos: Questionário Informativo, Escala de Estratégias de Aprendizagem e dois Testes Cloze de compreensão leitora, em três momentos. O Grupo Experimental (GE) participou de sete sessões de intervenção, recebendo apoio motivacional, orientação de estudos, estímulos ao desenvolvimento da metacognição e ensino de estratégias de aprendizagem em situação de leitura. Os resultados mostraram ganhos em metacognição para o GE. Em compreensão leitora, o Grupo-Controle (GC) demonstrou melhor desempenho desde o Pré-Teste. Constatou-se evolução contínua e consistente no GE...

Equivalência de estímulos e estratégias de intervenção para crianças com dificuldade de aprendizagem; Stimulus equivalence and intervention strategies for children with learning disabilities

Melo, Raquel Maria de; Jesus, Patrícia Serejo de
Fonte: Universidade de Brasília Publicador: Universidade de Brasília
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.546108%
O paradigma de equivalência de estímulos foi utilizado como referencial para a elaboração e implementação de estratégias de intervenção individualizada para duas crianças que apresentavam dificuldade na alfabetização. As crianças participaram de programas de ensino de leitura de palavras com sílabas simples e complexas da língua portuguesa. Atividades lúdicas que envolviam ler e escrever foram realizadas em cada sessão antes e depois dos programas de ensino. As crianças aprenderam a ler as palavras de ensino com precisão. O desempenho nas tarefas de leitura e construção de palavras de recombinação melhorou com a exposição aos programas de ensino e às atividades lúdicas. O aumento gradual na precisão do repertório verbal em tarefas com palavras, frases e pequenos textos, observado assistematicamente durante as atividades lúdicas, sugere o efeito das estratégias de intervenção não só nos repertórios diretamente ensinados, mas também em comportamentos que envolvem diferentes modalidades de leitura e escrita. Estes resultados mostram o potencial de intervenções planejadas de acordo com o paradigma de equivalência para estabelecer condições para a ampliação do repertório verbal inicial do aprendiz e o ensino de unidades verbais maiores. _______________________________________________________________________________ ABSTRACT; Based on the stimulus equivalence paradigm...

Relative Effectiveness of Reading Intervention Programs for Adults with Low Literacy

Sabatini, John P.; Shore, Jane; Holtzman, Steven; Scarborough, Hollis S.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2011 Português
Relevância na Pesquisa
37.50829%
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.

Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth Grade Students

Ritchey, Kristen D.; Silverman, Rebecca D.; Montanaro, Elizabeth A.; Speece, Deborah L.; Schatschneider, Christopher
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.635398%
This study investigated a Tier 2 intervention in the context of a Response to Intervention (RTI) model for 123 fourth grade students who were identified as having a high probability of reading failure. A randomized control trial was used to evaluate the effects of a 24 session multi-component supplemental intervention targeting fluency and expository comprehension of science texts. Intervention students performed significantly higher on comprehension strategy knowledge and use and science knowledge, but not on word reading, fluency, or other measures of reading comprehension. Moderators of intervention effects were also examined; children at higher risk in the intervention condition appeared to benefit more in comparison to lower probability children in intervention and compared to higher probability children in the control condition.

Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties

Denton, Carolyn A.; Wexler, Jade; Vaughn, Sharon; Bryan, Deanna
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.751309%
This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6–8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school’s remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school’s typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers’ ratings of students’ social skills and problem behaviors and posttest decoding and spelling scores...

REMEDIATING READING DIFFICULTIES IN A RESPONSE TO INTERVENTION MODEL WITH SECONDARY STUDENTS

PYLE, NICOLE; VAUGHN, SHARON
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.590547%
The research on Response to Intervention (RtI) with secondary students is scant; however, a recently conducted, multiyear, large-scale implementation of RtI with middle-school students provides findings that inform practices and future directions for research. This article provides an overview of the findings from each of the 3 years of an intensive, tiered reading intervention with middle-school students. In Year 1, students were provided with a Tier 1 and Tier 2 intervention. In Year 2, minimal responders were provided with another year of intervention (Tier 3), and again in Year 3, minimal responders to the 2-year intervention were provided with a third year of intervention (Tier 4). Using students’ responsiveness to intervention as a prerequisite for a subsequent year of intensive instruction, minimal responders received a total of up to 3 years of intervention. The efficacy of an enhanced primary (Tier 1), secondary (Tier 2), and tertiary (Tier 3) intervention, and an individualized, intensive reading intervention (Tier 4) are discussed, as well as the logistics of implementing an RtI model with secondary students.

Feasibility and Efficacy of a Computer-Based Intervention Aimed at Preventing Reading Decoding Deficits Among Children Undergoing Active Treatment for Medulloblastoma: Results of a Randomized Trial

Palmer, Shawna L.; Leigh, Laurie; Ellison, Susan C.; Onar-Thomas, Arzu; Wu, Shengjie; Qaddoumi, Ibrahim; Armstrong, Gregory T.; Wright, Karen; Wetmore, Cynthia; Broniscer, Alberto; Gajjar, Amar
Fonte: Oxford University Press Publicador: Oxford University Press
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.539312%
Objective To investigate the feasibility of a computer-based reading intervention completed by patients diagnosed with a brain tumor. Methods Patients were randomized to the intervention (n = 43) or standard of care group (n = 38). The intervention consisted of 30 sessions using Fast ForWord® exercises in a game-like format. Change in reading decoding scores over time since diagnosis was examined. Gender, race, parent education, parent marital status, and age at diagnosis were examined as covariates. Results 17 patients (39.5%) were able to complete the target goal of 30 intervention sessions. Females had significantly greater training time than males (p = .022). Age at diagnosis was associated with average training time/session for females (r = .485, p = .041). No significant differences were found in reading scores between the randomized groups. Conclusions The study was well accepted by families and adherence by patients undergoing radiation therapy for medulloblastoma was moderate. Suggestions for improved methodology are discussed.

Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders

Denton, Carolyn A.; Tolar, Tammy D.; Fletcher, Jack M.; Barth, Amy E.; Vaughn, Sharon; Francis, David J.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.84774%
This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also evaluated were cognitive characteristics of students with inadequate response to intensive Tier 3 intervention. Students were randomized to receive the research intervention (N = 47) or the instruction and intervention typically provided in their schools (N = 25). Results indicated that students who received the research intervention made significantly better growth than those who received typical school instruction on measures of word identification, phonemic decoding, and word reading fluency and on a measure of sentence- and paragraph-level reading comprehension. Treatment effects were smaller and not statistically significant on phonemic decoding efficiency, text reading fluency, and reading comprehension in extended text. Effect sizes for all outcomes except oral reading fluency met criteria for substantive importance; however, many of the students in the intervention continued to struggle. An evaluation of cognitive profiles of adequate and inadequate responders was consistent with a continuum of severity (as opposed to qualitative differences)...

Reading Interventions With Behavioral and Social Skill Outcomes: A Synthesis of Research

Roberts, Garrett J.; Solis, Michael; Ciullo, Stephen; McKenna, John W.; Vaughn, Sharon
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.48882%
Research findings have suggested that reading deficits and problem behaviors are positively related. This synthesis investigated how reading interventions impact behavioral/social skill outcomes by reviewing studies that included (a) a reading intervention without behavioral/social skill components, (b) behavioral/social skill dependent variables, and (c) students in Grades K-12. Fifteen articles were evaluated by the type of reading intervention, associations between positive reading effects and behavioral/social skill outcomes, and The What Works Clearinghouse (WWC) determinants of study ratings. Findings suggested that reading interventions tended to have positive reading outcomes, while behavioral/social skill outcomes were small or negative. Research did not suggest an association between improved reading and behavioral performance, regardless of the WWC study determinants rating. Implications include reading instruction may not be sufficient to improve behavioral and social skill outcomes. Additional research is warranted to investigate the long-term impact of reading on behavioral and social skill outcomes.

The impact of a neurofeedback program on primary grade reading scores of children with lead poisoning

Spezio, Ralph Neil ; Uebbing, Stephen ; Campbell, James R.
Fonte: University of Rochester Publicador: University of Rochester
Tipo: Tese de Doutorado Formato: Illustrations:ill. (some col.); Number of Pages:160 leaves
Português
Relevância na Pesquisa
37.732185%
Thesis (Ed. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2012.; Children with dyslexia and/or central auditory processing disorder (CAPD) respond positively to neurofeedback computer-based training (NFB-CBT) that is designed to stimulate brain plasticity. The deficits which occur in children due to CAPD and dyslexia are similar to the deficits that occur in children who are lead poisoned. However, no studies have been done on the efficacy of NFB-CBT on children with reading difficulty and a history of elevated blood-lead levels. This study analyzes the effect of a NFB-CBT program on the reading growth, as measured by New York State English/Language Arts assessment (NYS-ELA). I utilized a retrospective cohort design and joined databases from an urban school district (Developmental Reading Assessment (DRA) and English Language Arts (ELA) reading test scores) and a county health department (blood-lead levels). I selected children who had blood-lead levels above 10 µg/dL at ages 1-3 years. The children were dichotomized into two groups on whether they received Fast ForWord, a NFB-CBT intervention. Children were matched on grade, age, blood-lead levels, and baseline DRA score. Key covariates were introduced into ANCOVA to determine the independent association between Fast ForWord dispensation and ELA score. I found that the Fast ForWord children had lower or comparable levels of reading growth than the comparison group as measured by New York State ELA examinations. The findings of this research are inconclusive and indicate that it may be either a true null or a false null study. These findings may indicate a true null study in that it is possible that the NFB-CBT intervention was administered at an age past some therapeutic window for a lead damaged brain...

Effects of repeated readings on reading abilities of English language learners with specific learning disabilities

Landa, Katrina G
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.804055%
This study investigated the effects of repeated readings on the reading abilities of 4, third-, fourth-, and fifth-grade English language learners (ELLs) with specific learning disabilities (SLD). A multiple baseline probe design across subjects was used to explore the effects of repeated readings on four dependent variables: reading fluency (words read correctly per minute; wpm), number of errors per minute (epm), types of errors per minute, and answer to literal comprehension questions. Data were collected and analyzed during baseline, intervention, generalization probes, and maintenance probes. ^ Throughout the baseline and intervention phases, participants read a passage aloud and received error correction feedback. During baseline, this was followed by fluency and literal comprehension question assessments. During intervention, this was followed by two oral repeated readings of the passage. Then the fluency and literal comprehension question assessments were administered. Generalization probes followed approximately 25% of all sessions and consisted of a single reading of a new passage at the same readability level. Maintenance sessions occurred 2-, 4-, and 6-weeks after the intervention ended. ^ The results of this study indicated that repeated readings had a positive effect on the reading abilities of ELLs with SLD. Participants read more wpm...

Developmental dyslexia intervention framework for speech therapists

Jim??nez-Fern??ndez, Gracia; Defior, Sylvia
Fonte: Universidad de Castilla La Mancha Publicador: Universidad de Castilla La Mancha
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.5175%
The aim of this paper is to provide an intervention framework for speech therapists for developmental dyslexia in an educational environment. Firstly, there is a list of the main aspects which should be included in the individual intervention, such as reading fluency, phonological abilities and, in most cases, reading comprehension. The collaboration between teacher and speech therapist is essential in order for the child to overcome this learning difficulty. In this sense, in addition to the individual intervention, the speech therapist???s role also includes offering orientations for the intervention in the classroom. For this reason, secondly, this article presents some recommendations which the speech therapist can give to the teacher who has students with this learning disability. Among them, there are included some adaptations which can be carried out whilst doing daily tasks and for exams, as well as the intervention for emotional aspects which may be affected, such as selfesteem.; Este art??culo tiene como objetivo proporcionar un marco de referencia para logopedas sobre la intervenci??n psicoeducativa de la dislexia evolutiva. En primer lugar, se recogen los principales aspectos que debe incluir la intervenci??n individual realizada por el logopeda...

DIAGNOSING DISABILITY THROUGH RESPONSE-TO-INTERVENTION: AN ANALYSIS OF READING RECOVERY AS A VALID PREDICTOR OF READING DISABILITIES

Dunn, Michael W.
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
Português
Relevância na Pesquisa
37.89808%
Thesis (PhD) - Indiana University, School of Education, 2005; There is growing evidence that the current method of identifying students with a reading disability is ineffective. The wait-to-fail model of assessing students after second/third grade and conceptual problems using intelligence tests for identification result in students not being provided the assistance they need during the early-elementary school years (Lyon, Fletcher, Shaywitz, Shaywitz, Torgensen, Wood, Schulte, & Olson, 2001). The educational community is pursuing this discussion in terms of response-to-intervention (RTI) methods of assessment. A student can be considered for identification by an assessment of: the amount of progress demonstrated over time during a remedial intervention program, and by attaining an established cut-off score of success. Reading Recovery, a one-on-one intervention program, is a widely implemented remedial literacy program to assist struggling readers in first-grade classrooms. This program meets the criteria of response-to-intervention because of its daily assessments, which track students' progress and cut-off score of reaching book 15 by the end of the 20-week intervention. The program uses a series of story books (numbered 0-25) that increase in difficulty. By means of a discriminant function analysis...

The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented

Zeitsiff, Charlotte A.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
37.675518%
High-stakes testing and accountability have infiltrated the education system in the United States; the top priority for all teachers must be student progress on standardized tests. This has resulted in the predominance of reading for test-taking, (efferent reading), in the English, language arts, and reading classrooms. Authentic uses of print activities, like aesthetic reading, that encourage students to engage individually with a text, have been pushed aside. During a 3-week time period, regular level, English 3/American literature students in a Title I magnet high school, participated in this quasi-experimental study (N = 62). It measured the effects of an intervention of reading American literature texts aesthetically and writing aesthetically-evoked reader responses on students’ self-efficacy beliefs regarding their comprehension of American literature. One trained teacher and the researcher participated in the study: student participants were pre- and post- tested using the Confidence in Reading American Literature Survey which examined their self-efficacy beliefs regarding their comprehension of American literature. Several statistical analyses were performed. The results of the linear regression analyses partially supported a positive relationship between aesthetically-evoked reader responses and students’ self-efficacy beliefs regarding their comprehension of American literature. Additionally...

Exploratory study : exploring the effectiveness of a literacy-based intervention with children with language impairments

Gutknecht, Naomi M.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
37.684229%
Research points clearly to the need for all concerned stakeholders to adopt a preventative approach while intervening with children who are at-risk for future reading disabilities. Research has indicated also that a particular sub-group of children at-risk for reading impairments include preschool children with language impairments (Catts, 1993). Preschool children with language impairments may have difficulties with emergent literacy skills - important prerequisite skills necessary for successful formal reading. Only in the past decade have researchers begun to study the effects of emergent literacy intervention on preschool children with language impairments. As such, the current study continues this investigation of how to effectively implement an emergent literacy therapy aimed at supporting preschool children with language impairments. In addition to this, the current study explores emergent literacy intervention within an applied clinical setting. The setting, presents a host of methodological and theoretical challenges - challenges that will advance the field of understanding children within naturalistic settings. This exploratory study included thirty-eight participants who were recruited from Speech Services Niagara...

El juego como vehículo para mejorar las habilidades de lectura en niños con dificultad lectora; Play as a Vehicle for Enhancing Reading Skills in Children with Poor Reading Ability; O jogo como veículo para melhorar habilidades de leitura de crianças com dificuldade leitora

Cadavid Ruiz, Natalia; Pontificia Universidad Javeriana Cali; Quijano Martínez, María Cristina; Pontificia Universidad Javeriana de Cali; Tenorio, Marcela; Centro de Desarrollo de Tecnologías de Inclusión (CEDETi UC), Escuela de Psicología, Pontifici
Fonte: Pontificia Universidad Javeriana Cali Publicador: Pontificia Universidad Javeriana Cali
Tipo: info:eu-repo/semantics/article; "Artículo revisado por pares"; Artículo; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Português
Relevância na Pesquisa
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Objetivo. A partir de las escasas propuestas de intervención de la lectura en población infantil colombiana, el presente estudio tiene por objetivo evaluar el impacto de un programa de intervención de la lectura, centrado en juego y aprendizaje implícito, sobre el desempeño lector en niños con dificultades lectoras, inmediatamente después y seis meses posteriores a la aplicación del programa. Método. Por medio de un diseño cuasi - experimental, transversal y comparativo, se evaluaron 20 niños, entre los 7 y 9 años de edad, con un desarrollo psicológico típico, quienes asistían regularmente a un colegio público de la ciudad de Cali (Colombia). Las evaluaciones pre y post incluyeron la aplicación de pruebas que exploran conciencia fonológica, capacidad lectora y rendimiento cognitivo general. Estos datos se emplearon para calcular diferencias entre los desempeños de los niños, obtenidos en la preintervención, posintervención inmediata y a largo plazo. Resultados. Los datos recogidos demostraron que los niños mejoran significativamente su rendimiento lector inmediatamente después de la aplicación del programa, con un efecto que se mantiene a largo plazo. Conclusión. Las dificultades lectoras que presentan los niños participantes pueden mejorarse con la aplicación de un programa de intervención de la lectura...