Research+Articles

I got these article's from the 715-Reading Research Seminar that I took this summer. I thought they were really interesting--Lisa

[[file:715.Pearson Vocabulary.pdf|Pearson's Vocabulary]] ** (link) **
The article below is really interesting. Luke and Freebody are two Australian literacy researchers who devised a method of working with texts in which students are assigned four practices or ways of interpreting the texts that they are reading: text critic, text user, code breaker and meaning maker. These four attitudes aren't necessarily roles (like in the old Literature circle style) but are flexible attitudes that students use to discuss texts in small groups. Lisa

[|Luke & Freebody's Four Resources Model] (Link)
This is an interesting article regarding alphabetic knowledge--I know that Angela was curious what letters were taught first, etc. Lisa

[[file:Developing Early Literacy Skills...The Alphabet.pdf|Developing Alphabetic Skills]] (Link)
There is a lot on the secondary level about comprehension. i found this in JAAL and thought it was interesting-while I don't think it is necessarily for intervention, I liked its take off of the Torvani title I Read It But I Don't Get It! I was wondering if it could provide a sort of base line? What do you think? Lisa

Teaching Students to Read It and Get It (Link)
I loved this article--I talk to so many teachers who still struggle with how to teach vocabulary in a truly effective way. Since vocabulary knowledge is so crucial to comprehension, if a student is a struggling reader focus on their vocabulary is a worthwhile use of instructional time. This article talks about the common misconceptions that some teachers can have regarding vocabulary instruction--Lisa

[[file:715.reading 715 Vocab Myths.docx|Vocabulary: Five Common Misconceptions]] (Link)
= = =**STUDENTS WITH LEARNING DISABILITIES (angela)**=

Angela- Swanson and Hoskyn’s study with students with learning disabilities identified only three factors that contributed unique variance to achievement. Allington sites control of task difficulty as one; if students were given too difficult of tasks, gains were less. After further research, I discovered the three are (from findarticles.com, “The Underlying Message in LD Intervention Research: Findings from Research Syntheses” by Sharon Vaughn, Russell Gersten, David J. Chard; Exceptional Children, Fall, 2000)
 * 1) Control of task difficulty (i.e., sequencing examples and problems to maintain high levels of student success).
 * 2) Teaching students with LD in small interactive groups of six or fewer students.
 * 3) Directed response questioning (procedures that teach students to generate questions).

[|Link to Summary of findings]

Often students have a low self-perception, so by improving this so should the academic performance improve. The site referenced authors who synthesized school-based, nonclinical interventions research conducted between 1975-1997 and looked at interventions that build self-concept and those that focused on developing academic skills. “A key component of many of the successful academic interventions (especially with middle school students) was an emphasis on students working collaboratively with their classmates and receiving feedback from classmates on their progress.” This feedback highlighted what the student could do and helped foster academic success as well as self-concept. Another important intervention is helping parents interact with their children more in order to build the child’s self-concept. Other links on the website is to what can be done to support students' reading. This does not have as many suggestions and basically addresses what we know is needed for all students - phonemic awareness, phonics, vocabulary, fluency, and comprehension through explicit instruction, cooperative learning, and help for readers to use strategies flexibly and in combination. (basic information was from "Put Reading First: The Research Building Blocks for Teaching Children to Read" //by The Partnership for Reading, a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, and the U.S. Department of Education.)// //The role of direct instruciton, increase instructional time, and effective teacher and learner strategies all play a role in supporting comprehension.//
 * National Center for Learning Disabilities [|(link)] (angela)**
 * This site listed effective teaching practices for students with learning disabilities. In the end, all of the practices emphasized by Linda Dorn, Laura Robb, Richard Allington, and other reading researchers and teachers culminate to help the student wiht special needs.**
 * //Because many students with learniing disabilities are not fluent readers, this inhibits their comprehension.//
 * //Text complexity and structure needs to be considered as well as the academic language in the text.//
 * //Teach, model, and provide various practice opportunities and applications of before, duriing and after strategies.//
 * //"// The National Reading Panel (2003) has recommended the following set of strategies for instructional planning: comprehension monitoring, cooperative learning, graphic organizers, story structure, questioning and summarization."
 * ensure that students understand when and why they use strategies.
 * individual needsmust be considered when planning.

[|Reading Rockets]

(angela and lisa)

[|WHEN OLDER STUDENTS CAN'T READ] (angela)

I found this article on Center for Development and Learning website. It discusses a few ideas that others discussed about older struggling readers. It discusses some views on instruction in phonological awarenss and decoding at even the upper level, but in a different manner.

"Interventions for Students with Learning Disabilities"

[] (angela)

This article outlines research from the 90's that is still applicable to today and references research often cited in other studies, such as the SIMS approach to strategy instruction.

[|adolescent literacy - ira position statement] (angela)