Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything
01 Feb 2001-Learning Disabilities Research and Practice (Blackwell Publishers Inc)-Vol. 16, Iss: 1, pp 18-27
TL;DR: In this paper, the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies were examined, and it was found that students enjoyed tutoring more than their traditional instruction, appeared to see the value and benefits of the tutoring, and wanted to include tutoring as part of their other classes such as science and social studies.
Abstract: This investigation was intended to examine the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. All students were reading significantly below grade level and many students exhibited behavior problems in addition to their primary disability area. Students were randomly assigned to a tutoring or traditional reading instruction condition. Within the tutoring condition, students were matched into tutoring dyads, trained in the tutoring procedures, and taught specific reading comprehension strategies. Reciprocal tutoring was employed, such that students assumed roles of both tutor and tutee during daily reading periods. Performance on reading comprehension tests following tutoring yielded significant performance advantages for students involved in tutoring. Observational, survey, and interview data revealed that students enjoyed tutoring more than their traditional instruction, appeared to see the value and benefits of the tutoring, and wanted to include tutoring as part of their other classes, such as science and social studies. Findings are discussed with respect to the strengths and challenges associated with the use of tutoring to provide strategic instruction to students with special learning needs.
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TL;DR: Diverse activities have been shown to improve children’s executive functions: computerized training, noncomputerized games, aerobics, martial arts, yoga, mindfulness, and school curricula, which involve repeated practice and progressively increase the challenge to executive functions.
Abstract: To be successful takes creativity, flexibility, self-control, and discipline. Central to all those are ‘executive functions,’ including mentally playing with ideas, giving a considered rather than an impulsive response, and staying focused. Diverse activities have been shown to improve children’s executive functions – computerized training, non-computerized games, aerobics, martial arts, yoga, mindfulness, and school curricula. Central to all these is repeated practice and constantly challenging executive functions. Children with worse executive functions initially, benefit most; thus early executive-function training may avert widening achievement gaps later. To improve executive functions, focusing narrowly on them may not be as effective as also addressing emotional and social development (as do curricula that improve executive functions) and physical development (shown by positive effects of aerobics, martial arts, and yoga).
2,264 citations
TL;DR: The ICAP hypothesis as discussed by the authors predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase and suggest possible knowledge-change processes that support the hypothesis.
Abstract: This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase. We suggest possible knowledge-change processes that support the ICAP hypothesis and address the limitations and caveats of the hypothesis. In addition, empirical validation for the hypothesis is provided by examining laboratory and classroom studies that focus on three specific engagement activities: note taking, concept mapping and self-explaining. We also consider how ICAP can be used as a tool for explaining discrepant findings, dictate the proper choice of a control condition, and evaluate students’ outputs. Finally, we briefly compare ICAP to existing...
1,258 citations
Cites background or result from "Can Middle School Students with Ser..."
...Thus, it is not surprising that learning is better in the constructive summarizing case (Mastropieri et al., 2001)....
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...In one study (Mastropieri et al., 2001), the results showed that note taking by answering who–what questions was beneficial, whereas Coleman et al. (1997) concluded that note taking by summarizing was not as beneficial....
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TL;DR: A social-contextual view of the mechanisms and processes by which early adolescents' achievement and peer relationships may be promoted simultaneously is tested, and results indicate that higher achievement and more positive peer relationships were associated with cooperative rather than competitive or individualistic goal structures.
Abstract: Emphasizing the developmental need for positive peer relationships, in this study the authors tested a social-contextual view of the mechanisms and processes by which early adolescents' achievement and peer relationships may be promoted simultaneously. Meta-analysis was used to review 148 independent studies comparing the relative effectiveness of cooperative, competitive, and individualistic goal structures in promoting early adolescents' achievement and positive peer relationships. These studies represented over 8 decades of research on over 17,000 early adolescents from 11 countries and 4 multinational samples. As predicted by social interdependence theory, results indicate that higher achievement and more positive peer relationships were associated with cooperative rather than competitive or individualistic goal structures. Also as predicted, results show that cooperative goal structures were associated with a positive relation between achievement and positive peer relationships. Implications for theory and application are discussed.
630 citations
TL;DR: This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6–12) with reading difficulties, finding that word-level interventions were associated with a reduction in comprehension outcomes between treatment and comparison students.
Abstract: This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6–12) with reading difficulties Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension Twenty-nine studies were located and synthesized Thirteen studies met criteria for a meta-analysis, yielding an effect size (ES) of 089 for the weighted average of the difference in comprehension outcomes between treatment and comparison students Word-level interventions were associated with ES = 034 in comprehension outcomes between treatment and comparison students Implications for comprehension instruction for older struggling readers are described
542 citations
Cites background from "Can Middle School Students with Ser..."
...Two multicomponent studies (L. S. Fuchs et al., 1999; Mastropieri et al., 2001) featured a slightly modified version of a peer-assisted learning comprehension and fluency intervention, an instructional model with demonstrated efficacy in the early elementary grades (D....
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...Studies (L. S. Fuchs et al., 1999; Hasselbring & Goin; 2004; Mastropieri et al., 2001) were classified as multicomponent when the interventions included instruction in more than one component of reading, such as word study with fluency or fluency with comprehension....
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...When implemented in an inclusive setting on a biweekly basis, effects on comprehension skills were small (effect size = 0.31; L. S. Fuchs et al., 1999) yet were quite large when implemented daily in a selfcontained resource room (effect size = 1.18; Mastropieri et al., 2001)....
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...…et al., 2001; Anderson, Chan, & Henne, 1995; DiCecco & Gleason, 2002; L. S. Fuchs, Fuchs, & Kazdan, 1999; Hasselbring & Goin, 2004; Jitendra, Hoppes, & Xin, 2000; Mastropieri et al., 2001; Moore & Scevak, 1995; Penney, 2002; Wilder & Williams, 2001; Williams, Brown, Silverstein, & deCani, 1994)....
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..., 1999) yet were quite large when implemented daily in a self- contained resource room (effect size = 1.18; Mastropieri et al., 2001)....
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TL;DR: In this article, the authors systematically reviewed research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2) mixed-method models (methods that combine large-and small-group instruction with computer activities), (3) computer-assisted instruction, and (4) instructional-process programs (Methods that focus on providing teachers with extensive professional development to implement specific instructional methods).
Abstract: This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2) mixed-method models (methods that combine large-and small-group instruction with computer activities), (3) computer-assisted instruction, and (4) instructional-process programs (methods that focus on providing teachers with extensive professional development to implement specific instructional methods). Criteria for inclusion in the study were use of randomized or matched control groups, a study duration of at least 12 weeks, and valid achievement measures that were independent of the experimental treatments. A total of 33 studies met these criteria. The review concludes that programs designed to change daily teaching practices have substantially greater research support than those focused on curriculum or technology alone. Positive achievement effects were found for instructional-process programs, especially for those involving cooperative learning, and for mixed-method programs. The effective approaches provided extensive professional development and significantly affected teaching practices. In contrast, no studies of reading curricula met the inclusion criteria, and the effects of supplementary computer-assisted instruction were small.
[Note: Robert Slavin discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http:www.voiceofliteracy.orgposts27155].
تستعرض هذه المقالة بانتظام أبحاثا علمية فيما يتعلق بالنتائج التحصيلية لأربعة أنواع من الاتجاهات التي تهدف إلى تحسين مهارة القراءة لدى الطلاب في الإعدادية والثانوية: (1) مناهج قرائية و(2) نماذج متعددة الطرق (أي الطرق التي تجمع بين تعليم مجموعات كبيرة وصغيرة وبين أنشطة حاسوبية) و(3) التعليم بمساعدة الحاسوب و(4) برامج عملية التعليم (أي الطرق التي تركز على توفير المعلمين بتطوير ممتد في الحرفة لتنفيذ طرق تعليمية معينة). وفيما يلي المعايير المحددة لكي تدخل معلومة في البحث أولا استخدام مجموعات ضابطة ذات الصبغة العشوائية أو المتماثلة وثانيا لا تقل مدة البحث عن 12 أسبوعا وثالثا نتائج تحصيلية سليمة مستقلة عن العلاجات التجريبية وفي المجموع 33 بحثا وفت بهذه المعايير. استنتجت هذه المراجعة أن البرامج المصممة لتغيير الممارسات التعليمية اليومية قد اكتسبت دعما بحثيا أكثر بكثير من البرامج التي ركزت على المنهاج الدراسي أو التقنية فحسب. وقد تم إيجاد تأثيرات تحصيلية إيجابية للبرامج المبنية على عملية تعليمية لا سيما التي تشتمل على التعلم التعاوني والبرامج المتعددة الطرق. وقد وفرت الاتجاهات الفعالة التطوير الممتد للحرفة وأثرت على الممارسات التعليمية بشكل كبير وعلى النقيض من ذلك لم يف أي بحث علمي في المنهاج القرائي بمعايير دخول هذه الدراسة وكانت تأثيرات التعليم التكميلي بمساعدة الحاسوب ضئيلة.
[Podcast: http:www.voiceofliteracy.orgposts27155].
本文有系统地回顾有关以四个不同途径改善初、高中生阅读成果的研究：(1)从学生阅读课程着手，(2)采用混合教学模式(结合了大班、小组授课和电脑活动的教学法)，(3)采用电脑辅助教学法，(4)采用教学过程训练课程(集中提供教师广泛的专业发展，帮助他们实施一些专门的教学法)。纳入研究回顾之标准为：研究采用随机样本或对照组，研究起码持续至十二周，学习成果考验方法正确有效，独立于不同实验组所进行的实验处理。有33个研究符合这些标准，被纳入回顾。本文的结论是：训练课程的设计若是针对改变教师的日常教学实践，较光是针对阅读课程或电脑科技，有更充分的研究实证支持。教学过程训练课程，尤其是那些采用合作学习和混合教学模式的，被证实有正向的学习成效。这些有效的教学过程训练课程，为教师提供广泛的专业发展，并明显地改变了他们的教育实践。反观在阅读课程方面的研究，没有一个能符合纳入标准，而电脑辅助教学的增补，其效果则不大。
[Podcast: http:www.voiceofliteracy.orgposts27155].
Cet article passe en revue de facon systematique les recherches sur les effets en termes de reussite de quatre types d'approches pour ameliorer la lecture d'eleves de fin primaire et de secondaire: 1) programmes de lecture, 2) modeles de methode mixte (methodes qui combinent un enseignement en grand groupe et en petit groupe avec des activites sur ordinateur), 3) enseignement assiste par ordinateur, et 4) programmes par processus de formation (methodes visant a offrir aux maitres un developpement professionnel important pour implanter des methodes d'enseignement specifiques). On a pris comme criteres d'inclusion dans l'etude l'utilisation de groupes de controle aleatoires ou apparies, une duree d'etude d'au moins 12 semaines, et des mesures valides de reussite qui soient independantes des traitements experimentaux. 33 etudes au total respectent ces criteres. l'etude conclut que les programmes concus pour changer les pratiques quotidiennes d'enseignement beneficient d'un soutien institutionnel substantiellement superieur a celles qui sont centrees uniquement sur le programme ou sur la technologie. On a trouve des effets positifs sur la reussite pour les programmes par processus de formation, et tout particulierement pour ceux qui comportent un apprentissage cooperatif, et pour des programmes de methode mixte. Les approches efficaces permettent un developpement professionnel important et ont un effet significatif sur les pratiques d'enseignement. Par contre, aucune etude sur les programmes n'a satisfait aux conditions d'inclusion, et les effets d'un enseignement supplementaire assiste par ordinateur sont minces.
[Podcast: http:www.voiceofliteracy.orgposts27155].
Данная статья являет собой системный обзор исследований, посвященных четырем подходам к улучшению навыков чтения среди учащихся средней и старшей школы, т .е. (1) отдельным учебным программам по чтению, (2) моделям смешанной деятельности (которые сочетают обучение в больших и малых группах с выполнением заданий на компьютере), (3) обучению через компьютерные программы и (4) программам по совершенствованию учебного процесса (которые обеспечивают учителя разнообразным профессиональным арсеналом для реализации определенных учебных методов). Критерии для включения исследований в данный обзор были следующие: использование случайных или сходных контрольных групп; продолжительность не менее трех месяцев; валидные способы оценки результатов, не зависящие от методов самого исследования. Этим критериям соответствовали 33исследования. На основе обзора был сделан следующий вывод: программы, предусматривающие ежедневное совершенствование методов обучения, оцениваются исследователями значительно выше, нежели те, которые сосредоточены исключительно на учебных программах или компьютерных технологиях. Положительные результаты были выявлены для программ по совершенствованию учебного процесса, особенно тех, которые используют кооперативное обучение, а также для модели смешанной деятельности. Эффективные подходы неизменно базируются на профессиональном развитии учителей и коренным образом затрагивают методы обучения. В отличие от них, ни одно исследование учебных программ по чтению вообще не соответствовало критериям данного обзора, а учебный эффект от компьютерного обучения оказался минимальным.
[Podcast: http:www.voiceofliteracy.orgposts27155].
Este articulo examina sistematicamente la investigacion sobre los resultados logrados en cuatro tipos de acercamientos al mejoramiento de la lectura en estudiantes entre el septimo y decimosegundo grado: (1) el curriculo o programa de lecturas, (2) modelos en los que se mezclan los metodos (metodos que combinan instruccion en grupos grandes y pequenos con actividades usando la computadora), (3) instruccion con la ayuda de la computadora, y (4) programas del proceso de ensenanza (metodos que se basan en el amplio desarrollo profesional de los maestros para que implementen metodos especificos de ensenanza). Para ser incluida en el estudio, la investigacion tenia que haber usado grupos de control al azar o apareados, un plazo de estudio de por lo menos 12 semanas, y medidas validas de los logros que obraran independientemente de los tratos experimentales. Un total de 33 estudios cumplieron estos requisitos. El examen llego a la conclusion que los programas disenados para cambiar el ejercicio diario de la ensenanza tienen mucho mas apoyo investigativo que los que se concentran solo en el curriculo o la tecnologia. Efectos de logros positivos fueron encontrados para los programas de proceso de ensenanza, especialmente para esos que incluian ensenanza cooperativa, y para los programas de metodos mixtos. Los acercamientos efectivos proveyeron un desarrollo profesional amplio y afectaron de forma significativa los habitos de ensenanza. En contraste, ningun estudio sobre el curriculo de lectura cumplio los requisitos, y los efectos de la ensenanza suplementada con el uso de computadoras fueron pocos.
[Podcast: http:www.voiceofliteracy.orgposts27155].
321 citations