Publication Cover
Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 39, 2023 - Issue 5
261
Views
0
CrossRef citations to date
0
Altmetric
Articles

A Reading Intervention with ELs with Disabilities at the High School Level

, , &

References

  • August, D., Francis, D. J., Hsu, H., & Snow, C. E. (2006). Assessing reading comprehension in bilinguals. The Elementary School Journal, 107(2), 221–238. https://doi.org/10.1086/510656
  • Berkeley, S., Mastropieri, M. A., & Scruggs, T. E. (2011). Reading comprehension strategy instruction and attribution retraining for secondary students with learning and other mild disabilities. Journal of Learning Disabilities, 44(1), 18–32.
  • Brown, M. R., Dennis, J. P., & Matute-Chavarria, M. (2019). Cultural relevance in special education: Current status and future directions. Intervention in School and Clinic, 54(5), 304–310. https://doi.org/10.1177/1053451218819252
  • Cunningham, J. W. (1982). Generating interactions between schemata and text. In J. A. Niles & L. A. Harris (Eds.), New Inquiries in reading research and instruction: The Thirty-First Yearbook of the National Reading Conference. The National Reading Conference.
  • Denton, C. A. (2012). Response to intervention for reading difficulties in the primary grades: Some answers and lingering questions. Journal of Learning Disabilities, 45(3), 232–243. https://doi.org/10.1177/0022219412442155
  • Ford, D. Y., & Kea, K. C. (2009). Creating culturally responsive instruction: For students’ and teachers’ sakes. Focus on Exceptional Children, 41(9), 1–16.
  • Frankel, K. K., Brooks, M. D., & Learned, J. E. (2021). A meta-synthesis of qualitative research on reading intervention classes in secondary schools. Teachers College Record: The Voice of Scholarship in Education, 123(8), 31–58. https://doi.org/10.1177/01614681211048624
  • Frey, N., Fisher, D., & Hernandez, T. (2003). What’s the GIST? Summary writing for struggling adolescent writers. Voices from the Middle, 11(2), 43–49.
  • Fulk, B. M., Brigham, F. J., & Lohman, D. A. (1998). Motivation and self-regulation: A comparison of students with learning and behavior problems. Remedial and Special Education, 19(5), 300–309. https://doi.org/10.1177/074193259801900506
  • Gage, N. A., Lierheimer, K. S., & Goran, L. G. (2012). Characteristics of students with high-incidence disabilities broadly defined. Journal of Disability Policy Studies, 23(3), 168–178. https://doi.org/10.1177/1044207311425385
  • Gay, G. (2010). Culturally responsive teaching (2nd ed.). Multicultural education series. Teachers College Press.
  • González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
  • Graves, A. W. (1986). Effects of direct instruction and metacomprehension training on finding main ideas. Learning Disability Research, 1, 90–100.
  • Hana, A. M., Warsono  , & Faridi, W. A. (2015). The effectiveness of GIST (generating interactions between schemata and text) and KWL (know, want, and learned) strategies to improve reading achievement of male and female students. English Education Journal, 5(2), 41–45.
  • Herrell, A., & Jordan, M. (2020). 50 strategies for teaching English language learners (6th ed.). Pearson.
  • Jitendra, A., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving exposity text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77(2), 135–159. https://doi.org/10.1177/001440291107700201
  • Kamps, D., Abbott, M., Greenwood, C., Arreaga-Mayer, C., Wills, H., Longstaff, J., Culpepper, M., & Walton, C. (2007). Use of evidence-based, small-group reading instruction for English language learners in elementary grades: Secondary-tier intervention. Learning Disability Quarterly, 30(3), 153–168. https://doi.org/10.2307/30035561
  • Kim, W., Linan-Thompson, S., & Misquitta, R. (2012). Critical factors in reading comprehension instruction for students with learning disabilities: A research synthesis. Learning Disabilities Research & Practice, 27(2), 66–78. https://doi.org/10.1111/j.1540-5826.2012.00352.x
  • Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension to students with learning difficulties. The Guilford Press.
  • Klingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading in heterogeneous classrooms. The Elementary School Journal, 99(1), 3–22. https://doi.org/10.1086/461914
  • Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26–38. https://doi.org/10.1177/0741932512452794
  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
  • Leafstedt, J. M., Richards, C. R., & Gerber, M. M. (2004). Effectiveness of explicit phonological awareness instruction for at-risk English learners. Learning Disabilities Research and Practice, 19(4), 252–261. https://doi.org/10.1111/j.1540-5826.2004.00110.x
  • Ledford, J. R., & Gast, D. L. (2018). Single case research methodology: Applications in special education and behavioral sciences. Routledge.
  • Leslie, L., & Caldwell, J. (2011). Qualitative Reading Inventory-5. Pearson.
  • Linan-Thompson, S., Vaughn, S., Hickman-Davis, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementary School Journal, 103(3), 221–238. https://doi.org/10.1086/499724
  • Malone, L. D., & Mastropieri, M. A. (1991). Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities. Exceptional Children, 58(3), 270–279.
  • Manset-Williamson, G., & Nelson, J. M. (2005). Balanced, strategic reading instruction for upper-elementary and middle school students with reading disabilities: A comparative study of two approaches. Learning Disability Quarterly, 28(1), 59–74. https://doi.org/10.2307/4126973
  • Mastropieri, M. A., Scruggs, T. E., Mohler, L., Beranek, M., Boon, R., Spencer, V., & Talbott, E. (2001). Can middle school students with serious reading difficulties help each other learn anything? Learning Disabilities Research & Practice, 16, 18–27. https://doi.org/10.1111/0938-8982.00003.
  • Mette, I. M., Nieuwenhuizen, L., & Hvidston, D. J. (2016). Teachers’ perceptions of culturally responsive pedagogy and the impact on leadership preparation: Lessons for future reform efforts. International Journal of Educational Leadership Preparation, 11(1), 1–20.
  • Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching learning for justice in a changing world. Teachers College Press.
  • Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
  • Parker, R., & Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy, 40(4), 357–367.
  • Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining non-overlap and trend for single case research. Behavior Therapy, 42(2), 284–299. https://doi.org/10.1016/j.beth.2010.08.006
  • Pitcher, S. M., Albright, L. K., DeLaney, C. J., Walker, N. T., Seunarinesingh, K., Mogge, S., Headley, K. N., Ridgeway, V. G., Peck, S., Hunt, R., & Dunston, P. J. (2007). Assessing adolescents’ motivation to read. Journal of Adolescent & Adult Literacy, 50(5), 378–396. https://doi.org/10.1598/JAAL.50.5.5
  • Rhew, E., Piro, J. S., Goolkasian, P., & Cosentino, P. (2018). The effects of a growth mindset on self-efficacy and motivation. Cogent Education, 5(1), 1492337. https://doi.org/10.1080/2331186X.2018.1492337
  • Richards-Tutor, C., Baker, D. L., Gersten, R., Baker, S. K., & Smith, J. M. (2016). The effectiveness of reading interventions for English learners: A research synthesis. Exceptional Children, 82(2), 144–169. https://doi.org/10.1177/0014402915585483
  • Saepudin, A., Sulistyorini, S., & Utanto, Y. (2019). The effectiveness of GIST (generating interaction between schemata and text) and KWL (know, want to know, learned) strategies on students English literacy towards learning motivation. Innovation Journal of Curriculum and Educational Technology, 8(2), 51–58.
  • Swanson, E., Wanzek, J., Vaughn, S., Roberts, G., & Fall, A.-M. (2015). Improving reading comprehension and social studies knowledge among middle school students with disabilities. Exceptional Children, 81(4), 426–442. https://doi.org/10.1177/0014402914563704
  • Vaughn, S., Wexler, J., Roberts, G., Barth, A. A., Cirino, P. T., Romain, M. A., Francis, D., Fletcher, J., & Denton, C. A. (2011). Effects of individualized and standardized interventions on middle school students with reading disabilities. Exceptional Children, 77(4), 391–407.
  • Wanzek, J., & Vaughn, S. (2010). Tier 3 interventions for students with significant reading problems. Theory into Practice, 49(4), 305–314. https://doi.org/10.1080/00405841.2010.510759

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.