Abstract This longitudinal experimental study investigated the reading progress of students with ... more Abstract This longitudinal experimental study investigated the reading progress of students with IQs ranging from 40 to 69 (ie, range for students with mild or moderate mental retardation or intellectual disabilities [ID]) across at least two academic years, as well as ...
Deficits in phonological processing are theorized to be responsible for at least some reading dis... more Deficits in phonological processing are theorized to be responsible for at least some reading disabilities. A considerable amount of research demonstrates that many students can be taught one of these phonological processes-phonemic awareness. However, not all students have responded favorably to this instruction. Research has suggested that these nonresponders may be unable to retrieve phonological codes quickly from long-term memory. The purpose of this study was to examine whether such a deficiency, which we refer to as lexical retrieval weakness, blunts the effectiveness of combined phonemic awareness and decoding training. To this end, we compared the effectiveness of phonemic awareness and decoding training for students with and without severe lexical retrieval weaknesses. All students in both groups demonstrated poor phonemic awareness. The results suggested that students with relatively strong lexical retrieval skill responded more favorably to beginning reading instruction than did students with weak lexical retrieval skill. In other words, lexical retrieval weakness may influence reading development independently of the effects of phonemic awareness. Implications for instruction are discussed.
Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of... more Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention Jill H. Allor, Patricia G. Mathes, J. Kyle Roberts, Francesca G. Jones, and Tammi M. Champlin Southern Methodist University Abstract: The primary ...
Little is known about the academic processing speed (ie, rapid automatic naming and academic flue... more Little is known about the academic processing speed (ie, rapid automatic naming and academic fluency) of children and adolescents with emotional and behavioral disorders (EBD) served in public school settings. A cross-sectional design was used to investigate the (a) ...
The results from previous research suggest that there is a relatively small (albeit statistically... more The results from previous research suggest that there is a relatively small (albeit statistically significant) relationship between the externalizing behavior and academic skills of students with emotional disturbance (ED). Researchers have also found that the majority of these students have language deficits that hinder their academic performance. The purposes of this study were to investigate the mediating role of academic processing speed (i.e., academic fluency) on the relationship between: (a) The externalizing behavior and academic skills of K-12 students with ED; and (b) language skills and academic skills of students with ED. Results indicate that academic processing speed mediated the influence of both language skills and externalizing behavior on academic skills of this population. The findings, limitations, and implications were discussed.
Abstract This longitudinal experimental study investigated the reading progress of students with ... more Abstract This longitudinal experimental study investigated the reading progress of students with IQs ranging from 40 to 69 (ie, range for students with mild or moderate mental retardation or intellectual disabilities [ID]) across at least two academic years, as well as ...
Deficits in phonological processing are theorized to be responsible for at least some reading dis... more Deficits in phonological processing are theorized to be responsible for at least some reading disabilities. A considerable amount of research demonstrates that many students can be taught one of these phonological processes-phonemic awareness. However, not all students have responded favorably to this instruction. Research has suggested that these nonresponders may be unable to retrieve phonological codes quickly from long-term memory. The purpose of this study was to examine whether such a deficiency, which we refer to as lexical retrieval weakness, blunts the effectiveness of combined phonemic awareness and decoding training. To this end, we compared the effectiveness of phonemic awareness and decoding training for students with and without severe lexical retrieval weaknesses. All students in both groups demonstrated poor phonemic awareness. The results suggested that students with relatively strong lexical retrieval skill responded more favorably to beginning reading instruction than did students with weak lexical retrieval skill. In other words, lexical retrieval weakness may influence reading development independently of the effects of phonemic awareness. Implications for instruction are discussed.
Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of... more Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention Jill H. Allor, Patricia G. Mathes, J. Kyle Roberts, Francesca G. Jones, and Tammi M. Champlin Southern Methodist University Abstract: The primary ...
Little is known about the academic processing speed (ie, rapid automatic naming and academic flue... more Little is known about the academic processing speed (ie, rapid automatic naming and academic fluency) of children and adolescents with emotional and behavioral disorders (EBD) served in public school settings. A cross-sectional design was used to investigate the (a) ...
The results from previous research suggest that there is a relatively small (albeit statistically... more The results from previous research suggest that there is a relatively small (albeit statistically significant) relationship between the externalizing behavior and academic skills of students with emotional disturbance (ED). Researchers have also found that the majority of these students have language deficits that hinder their academic performance. The purposes of this study were to investigate the mediating role of academic processing speed (i.e., academic fluency) on the relationship between: (a) The externalizing behavior and academic skills of K-12 students with ED; and (b) language skills and academic skills of students with ED. Results indicate that academic processing speed mediated the influence of both language skills and externalizing behavior on academic skills of this population. The findings, limitations, and implications were discussed.
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