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IF 2.8 3区教育学

Exceptional Children Pub Date : 2021-09-08 DOI: 10.1177/00144029211042447

John Wills Lloyd, William J. Therrien

引用次数: 0

Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities. 证据的现状:检验Orton-Gillingham阅读干预对有或有单词水平阅读障碍风险的学生的影响。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2021-07-01 Epub Date: 2021-02-22 DOI: 10.1177/0014402921993406

Elizabeth A Stevens, Christy Austin, Clint Moore, Nancy Scammacca, Alexis N Boucher, Sharon Vaughn

{"title":"Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities.","authors":"Elizabeth A Stevens, Christy Austin, Clint Moore, Nancy Scammacca, Alexis N Boucher, Sharon Vaughn","doi":"10.1177/0014402921993406","DOIUrl":"https://doi.org/10.1177/0014402921993406","url":null,"abstract":"Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to reading for students with or at risk for word-level reading disabilities (WLRD). Evidence from a prior synthesis and What Works Clearinghouse reports yielded findings lacking support for the effectiveness of Orton-Gillingham interventions. We conducted a meta-analysis to examine the effects of Orton-Gillingham reading interventions on the reading outcomes of students with or at risk for WLRD. Findings suggested Orton-Gillingham reading interventions do not statistically significantly improve foundational skill outcomes (i.e., phonological awareness, phonics, fluency, spelling; effect size [ES] = 0.22; p = .40), although the mean ES was positive in favor of Orton-Gillingham-based approaches. Similarly, there were not significant differences for vocabulary and comprehension outcomes (ES = 0.14; p = .59) for students with or at risk for WLRD. More high-quality, rigorous research with larger samples of students with WLRD is needed to fully understand the effects of Orton-Gillingham interventions on the reading outcomes for this population.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"87 4","pages":"397-417"},"PeriodicalIF":2.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402921993406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39501953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 26

Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction. 使用调节分析识别一年级儿童从阅读理解项目中获益的多与少:迈向能力-治疗互动的一步。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2019-01-01 Epub Date: 2018-10-29 DOI: 10.1177/0014402918802801

Douglas Fuchs, Devin M Kearns, Lynn S Fuchs, Amy M Elleman, Jennifer K Gilbert, Samuel Patton, Peng Peng, Donald L Compton

{"title":"Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction.","authors":"Douglas Fuchs, Devin M Kearns, Lynn S Fuchs, Amy M Elleman, Jennifer K Gilbert, Samuel Patton, Peng Peng, Donald L Compton","doi":"10.1177/0014402918802801","DOIUrl":"https://doi.org/10.1177/0014402918802801","url":null,"abstract":"Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program's decoding/fluency (DF) and reading comprehension (COMP) dimensions, creating DF and DF+COMP treatments to parse the value of COMP. Students (N = 125) were randomly assigned to the 2 active treatments and controls. Treatment children were tutored 3 times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"85 2","pages":"229-247"},"PeriodicalIF":2.8,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402918802801","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36901923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties. 初始单词阅读和语言技能如何影响阅读困难学生的阅读理解结果。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2019-01-01 Epub Date: 2018-10-08 DOI: 10.1177/0014402918782618

Sharon Vaughn, Greg Roberts, Philip Capin, Jeremy Miciak, Eunsoo Cho, Jack M Fletcher

{"title":"How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties.","authors":"Sharon Vaughn, Greg Roberts, Philip Capin, Jeremy Miciak, Eunsoo Cho, Jack M Fletcher","doi":"10.1177/0014402918782618","DOIUrl":"10.1177/0014402918782618","url":null,"abstract":"This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade (n = 183 for non-EL; n = 217 for EL) who received an intensive reading intervention. At pretest, word reading, listening comprehension, and reading comprehension were measured, and at posttest, reading comprehension was measured again. Results from moderated multiple regression analyses showed a significant three-way interaction such that reading comprehension at posttest was higher for ELs than non-ELs with similar levels of low word reading but relatively higher levels of listening comprehension. However, non-ELs outperformed ELs with similar levels of relatively high word reading and average to high listening comprehension. The findings suggest that pre-intervention skill profiles may need to be interpreted differently for ELs and non-ELs with significant reading difficulties in relation to language and literacy outcomes.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"85 2","pages":"180-196"},"PeriodicalIF":2.8,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402918782618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37349316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention? 学生干预前数学缺陷的严重程度是否会影响对一年级普遍有效干预的反应？

IF 2.8 3区教育学

Exceptional Children Pub Date : 2019-01-01 Epub Date: 2018-09-14 DOI: 10.1177/0014402918782628

Lynn S Fuchs, Douglas Fuchs, Jennifer K Gilbert

{"title":"Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?","authors":"Lynn S Fuchs, Douglas Fuchs, Jennifer K Gilbert","doi":"10.1177/0014402918782628","DOIUrl":"10.1177/0014402918782628","url":null,"abstract":"The purpose of this analysis was to assess whether effects of 1st-grade mathematics intervention apply across the range of at-risk learners' initial skill levels. Students were randomly assigned to control (n=213) and 2 variants of intervention (n=385) designed to improve arithmetic. Of each 30-minute intervention session (48 over 16 weeks), 25 minutes were identical in the 2 variants, focused on number knowledge that provides the conceptual bases for arithmetic. The other 5 minutes provided non-speeded conceptual practice (n=196) or speeded strategic practice (n=199). Contrasts tested effects of intervention (combined across variants) versus control and effects between the variants. Moderation analysis indicated no significant interactions between at-risk children's pre-intervention mathematics skill and either contrast on any outcome. Across pre-intervention math skill, effects favored intervention over control on arithmetic and transfer to double-digit calculations and number knowledge and favored speeded over non-speeded practice on arithmetic.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"85 2","pages":"147-162"},"PeriodicalIF":2.8,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6333415/pdf/nihms969739.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36875628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities. 小学生方言使用与阅读成绩:以残疾学生为例。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2017-10-01 Epub Date: 2017-09-19 DOI: 10.1177/0014402917727248

Brandy Gatlin, Jeanne Wanzek

引用次数: 5

Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder. 突发性读写干预对学龄前自闭症谱系障碍儿童的影响。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2017-10-01 Epub Date: 2017-07-03 DOI: 10.1177/0014402917705855

Roxanne F Hudson, Elizabeth A Sanders, Rosanne Greenway, Sharon Xie, Maya Smith, Colin Gasamis, Jay Martini, Ilene Schwartz, Jacob Hackett

{"title":"Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder.","authors":"Roxanne F Hudson, Elizabeth A Sanders, Rosanne Greenway, Sharon Xie, Maya Smith, Colin Gasamis, Jay Martini, Ilene Schwartz, Jacob Hackett","doi":"10.1177/0014402917705855","DOIUrl":"https://doi.org/10.1177/0014402917705855","url":null,"abstract":"Combining data from a series of three planned, consecutive independent randomized controlled trials (RCTs), the present study investigates two literacy interventions for preschool children with autism spectrum disorder (ASD). For the first cohort, children were randomized to interactive book reading treatment (IBR)or a business-as-usual (BAU) control condition; in Cohort 2, children were randomized to phonological awareness treatment (PA)or BAU; in Cohort 3, children were randomized to IBR or PA. Both treatments were implemented weekly in the classroom from November to May. Combined across cohorts, data from n =47 IBR, n =42 PA, and n =44 BAU students from 57 classrooms in 8 districts were available for analysis. Model results showed that IBR had significantly greater pretest-posttest gains than the sample mean on expressive vocabulary and listening comprehension (d*=0.29 and 0.30), whereas PA had significantly greater phonological awareness gains (d*=0.39).","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"84 1","pages":"55-75"},"PeriodicalIF":2.8,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402917705855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36109024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30

Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes. 教学压力太大?教学质量、学生参与和IEP结果。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2017-07-01 Epub Date: 2017-08-09 DOI: 10.1177/0014402917690729

Venus Wong, Lisa A Ruble, Yue Yu, John H McGrew

引用次数: 74

Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention. 从儿童层面预测对循证数学干预的反应。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2017-07-01 Epub Date: 2017-08-09 DOI: 10.1177/0014402917690728

Sarah R Powell, Paul T Cirino, Amelia S Malone

{"title":"Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention.","authors":"Sarah R Powell, Paul T Cirino, Amelia S Malone","doi":"10.1177/0014402917690728","DOIUrl":"10.1177/0014402917690728","url":null,"abstract":"We identified child-level predictors of responsiveness to 2 types of mathematics (calculation and word-problem) intervention among 2nd-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We assigned classrooms randomly assigned to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"83 4","pages":"359-377"},"PeriodicalIF":2.8,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5560604/pdf/nihms-841218.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35284482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial. 全班级功能相关干预团队效能试验的学生和教师结果。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2016-10-01 Epub Date: 2016-10-05 DOI: 10.1177/0014402916658658

Howard Wills, Debra Kamps, Kandace Fleming, Blake Hansen

引用次数: 32