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An evaluation of the effectiveness of two methods for providing computer-assisted repeated reading training to reading-disabled students
Title
An evaluation of the effectiveness of two methods for providing computer-assisted repeated reading training to reading-disabled students.
Creator
Cohen, Andrew Lawrence., Florida State University
Abstract/Description
The present study evaluated the instructional effectiveness of two methods for providing computer-assisted repeated reading training to reading disabled students. One repeated reading method, the Processing Power program (ICT, Inc., 1983), was designed to help disabled readers compensate for proposed dysfunctions in visual processes, while providing repeated reading practice (Fisher, 1979, 1980, 1981). Consequently, disabled readers in the processing power condition received repeated reading...
Show moreThe present study evaluated the instructional effectiveness of two methods for providing computer-assisted repeated reading training to reading disabled students. One repeated reading method, the Processing Power program (ICT, Inc., 1983), was designed to help disabled readers compensate for proposed dysfunctions in visual processes, while providing repeated reading practice (Fisher, 1979, 1980, 1981). Consequently, disabled readers in the processing power condition received repeated reading instruction that included isolated word practice to improve the efficiency of word decoding skills, widely spaced words to reduce the amount of competing textual information, and increasingly complex visual formats to reacquaint the reader with the left-to-right sequencing of text. The second method of repeated reading practice, the Reading Shell program (IDDEA Inc. and SIMPAC Educational products, Inc., 1986), provided disabled readers in the repetitive reading condition with standard text formats during all passage readings., Forty seven reading disabled students, matched in groups of three based on intelligence, age, and word recognition ability were randomly assigned to either the processing power condition, repetitive reading condition, or no-treatment control group. Contrasts between the oral reading fluency rates of subjects in the two repeated reading programs indicates that disabled readers are able to process standard text without the visual interference hypothesized by Fisher's (1979, 1980, 1981) Complementary theory of reading.
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Date Issued
1988, 1988
Identifier
AAI8819144, 3161602, FSDT3161602, fsu:77803
Format
Document (PDF)
The nature of phonological processing abilities: A study of kindergarten and second-grade children
Title
The nature of phonological processing abilities: A study of kindergarten and second-grade children.
Creator
Simmons, Karen Dorothy., Florida State University
Abstract/Description
Ninety-five kindergarten and 89 second-grade children were given a battery of tasks to examine the latent structure of phonological processing. Tasks commonly used to measure phonological awareness, phonological code retrieval, and phonological coding in working memory were administered, along with control tasks and measures of general cognitive ability. Confirmatory factor analyses were conducted to evaluate how well each of 17 alternative models of phonological processing "fit" the data...
Show moreNinety-five kindergarten and 89 second-grade children were given a battery of tasks to examine the latent structure of phonological processing. Tasks commonly used to measure phonological awareness, phonological code retrieval, and phonological coding in working memory were administered, along with control tasks and measures of general cognitive ability. Confirmatory factor analyses were conducted to evaluate how well each of 17 alternative models of phonological processing "fit" the data collected at both the kindergarten and second grade-levels. In addition, the relationship between phonological processing and cognitive ability was examined by obtaining correlations between each identified latent phonological processing factor and the cognitive ability factor. For the kindergarten children, one factor accounted for individual differences in performance on tasks purported to measure phonological coding in working memory and on tasks purported to measure analysis skill. Separate, correlated factors accounted for performance on measures of synthesis, serial naming, and isolated naming. Identical results were observed at the second-grade level, with the exception that individual performance differences on working memory and analysis tasks were accounted for by separate (although highly correlated) factors, rather than by a single latent ability. At both grade levels, the correlations obtained between the latent phonological processing factors and the cognitive ability factor indicated a stronger relationship between phonological processing and cognitive ability than was expected on the basis of previous research. The results suggest that the latent structure of phonological processing is relatively cohesive and stable during the early years of reading instruction. The slightly different pattern of results observed with the second-grade sample, however,, suggests that the present study cannot rule out the possibility that the latent structure of phonological processing changes following the mastery of initial reading skills.
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Date Issued
1991, 1991
Identifier
AAI9212283, 3087736, FSDT3087736, fsu:76546
Format
Document (PDF)
Developing executive control processes in reading: The design and evaluation of the reading strategies training program
Title
Developing executive control processes in reading: The design and evaluation of the reading strategies training program.
Creator
Jacobs, John William, III., Florida State University
Abstract/Description
The purpose of this study was twofold. First, by following systematic instructional design procedures, component skills were identified and instructional materials were developed for a paper-based reading strategies training program (RSTP). The theoretical basis for instruction was a model describing the components of strategic reading. Ninety subjects were randomly assigned to three treatment conditions. The uninformed treatment group (UT) received only instruction on how to perform seven...
Show moreThe purpose of this study was twofold. First, by following systematic instructional design procedures, component skills were identified and instructional materials were developed for a paper-based reading strategies training program (RSTP). The theoretical basis for instruction was a model describing the components of strategic reading. Ninety subjects were randomly assigned to three treatment conditions. The uninformed treatment group (UT) received only instruction on how to perform seven reading tactics. The informed treatment group (IT) was given, in addition, information about where, when, and when not to use these tactics. The informed plus metacognition group (ITM) was given the same instructional materials as the IT group plus a four step metastrategy that was expected to aid subjects' selection and ordering of tactics. Subjects were given a pretest and posttest on skills taught in the RSTP, and an attitude questionnaire., Results of the training indicated the RSTP improved subjects' skills, although expected between-group differences were not found and skill acquisition was less than desirable for all groups. This result prompted additional training for a subset (N = 57) of the original sample, with the criterion for exclusion from retraining being absence from five or more of the original 13 training sessions. Approximately two weeks later, these subjects were individually tested with six reading tasks that required use of either low comprehension-intensive tactics (i.e., scanning or skimming) or high comprehension-intensive tactics (i.e., notetaking and summarization). As subjects performed the reading tasks, the experimenter rated their performance in terms of whether or not they applied the correct reading tactics within each task., Subjects' reading strategy use changed in response to variations in type of reading tasks (either low or high comprehension-intensive) but not in accordance with hypothesized differences based on group inclusion. Tactic use was also significantly correlated with grade and reading achievement. The finding of no significant group differences failed to support previous research indicating the efficacy of training executive control processes for facilitating transfer. However, the instructional model used to develop the RSTP, as well as data collection procedures used to investigate reading strategy use, will be useful to other researchers. (Abstract shortened with permission of author.)
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Date Issued
1987, 1987
Identifier
AAI8805668, 3086796, FSDT3086796, fsu:76271
Format
Document (PDF)
A descriptive analysis of test scores posted by seven community colleges on the communication subtests of the College-Level Academic Skills Test
Title
A descriptive analysis of test scores posted by seven community colleges on the communication subtests of the College-Level Academic Skills Test.
Creator
Culbreth, Laurie Bonney., Florida State University
Abstract/Description
An analysis of the 1991 Florida CLAST essay and reading subtest data reveals that only three Florida community colleges: Lake-Sumter Community College, St. Johns River Community College, and Indian River Community College reported the highest passing rates on both the essay and reading subtests. The other twenty-five community colleges in the state reported large differences in student passing rates between the essay subtest and the reading subtest., The researcher also examined four other...
Show moreAn analysis of the 1991 Florida CLAST essay and reading subtest data reveals that only three Florida community colleges: Lake-Sumter Community College, St. Johns River Community College, and Indian River Community College reported the highest passing rates on both the essay and reading subtests. The other twenty-five community colleges in the state reported large differences in student passing rates between the essay subtest and the reading subtest., The researcher also examined four other community colleges within the state: Chipola Junior College, Gulf Coast Community College, North Florida Junior College, and Lake City Community College. These four institutions reported large differences in the student passing rates between the CLAST essay subtest and the reading subtest., The purpose of this study is to ascertain possible factors which contribute to the higher passing rates reported by L-SCC, SJRCC, and IRCC. The six factors are curricula required for A.A. degree-seeking students, reading materials, exiting CLAST policies, student entrance scores, and teaching strategies and teaching styles of the English departments., An analysis of this data reveals that two factors are related to the superior CLAST performance of the students at L-SCC, IRCC, and SJRCC--Category 2 (curricula) and Category 3 (exiting CLAST policies).
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Date Issued
1994, 1994
Identifier
AAI9502846, 3088451, FSDT3088451, fsu:77256
Format
Document (PDF)