A comparison of two reading interventions for children with or at-risk for reading disabilities [electronic resource]
說明
104 p
附註
Source: Dissertation Abstracts International, Volume: 58-11, Section: A, page: 4187
Chairperson: H. Lee Swanson
Thesis (Ph.D.)--University of California, Riverside, 1997
The purpose of the present study was to investigate the effectiveness of two reading interventions for 2nd grade children with or at-risk for reading disabilities. The two reading interventions differ from each other in the size unit of word analysis, the primary domain of reading instruction, and the approach to intervention. In Phonological Awareness Training, the aim was to increase the phonological awareness of children through oral language activities, and help children generalize these skills to analyzing written words directed at the level of phonemes. In Word Analogy Training, the aim was to teach children the compare/contrast word identification strategy through written language activities, and help children transfer this skill to analyzing written words directed at the level of onset-rime
Forty-five 2nd grade children with or at-risk for reading disabilities were randomly assigned to one of the 6-week reading intervention programs or to a 6-week math-training program. Pretest measures included verbal and nonverbal ability, phonological awareness, phonological working memory, spelling, word identification, word attack, oral reading fluency, and reading comprehension. Growth in reading skills was assessed before and after the interventions, and growth in oral reading fluency was measured weekly during the training period
Results indicate that both reading interventions are effective. Children in both reading programs achieved significant gains, acquiring the specific content and skills targeted by each program and applying what they had learned to uninstructed material on several transfer-of-learning measures. In general, the phonological awareness program resulted in greater transfer-of-learning to phonological processing skills, while the word analogy program led to broader-based transfer-of-learning to spelling and reading comprehension, in addition to the phonological domain. Individual growth-curve methodology was used to estimate growth rate in oral reading fluency for children in the two reading interventions. The best predictor of growth in oral reading speed and accuracy was a child's initial level of word identification skill with regular words having high frequency spelling patterns
