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The Reading Rescue tutoring intervention model was investigated with 64 low-socioeconomic status, language-minority first graders with reading difficulties. School staff provided tutoring in phonological awareness, systematic phonics, vocabulary, fluency, and reading comprehension. Tutored students made significantly greater gains reading words and comprehending text than controls, who received a small-group intervention (d = 0.70) or neither intervention (d = 0.74). The majority of tutored students reached average reading levels whereas the majority of controls did not. Paraprofessionals tutored students as effectively as reading specialists except in skills benefiting nonword decoding. Paraprofessionals required more sessions to achieve equivalent gains. Contrary to conventional wisdom, results suggest that students make greater gains when they read text at an independent level than at an instructional level.
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Basic skills in reading and spelling and supporting metalinguistic abilities were assessed in ninth and tenth grade students in two school settings. Students attending a private high school for the learning disabled comprised one group and the other comprised low to middle range students from a public high school. Both the LD students and the regular high school students displayed deficiencies in spelling and in decoding, a factor in reading difficulty that is commonly supposed to dwindle in importance after the elementary school years. Treating the overlapping groups as a single sample, multiple regression analysis was used to investigate the contribution of nonword decoding skill and phonological and morphological awareness to spelling ability. The analysis revealed that decoding was the major component, predicting about half of the variance in spelling. The effect of phonological awareness was largely hidden by its high correlation with decoding, but was a significant predictor of spelling in its own right. Morphological awareness predicted spelling skill when the words to be spelled were morphologically complex. An additional study showed that differences in decoding and spelling ability were associated with differences in comprehension after controlling for reading experience and vocabulary. Even among experienced readers individual differences in comprehension of text reflect efficiency of phonological processing at the word level.
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Spelling is one of several important operations involved in the act of writing but until recently has received attention primarily in the applied domain. Orthographic abilities, because of their strong association with reading (e.g. Perfetti, 1985), are now of increasing interest to those who study the cognitive bases of literacy development. It is generally acknowledged that phonological processes underlie essential aspects of word recognition (Adams, 1990; Dreyer, 1989; Liberman, Shankweiler & Liberman, 1989; Stanovich, 1986; Wagner & Torgesen, 1987; Williams, 1986). An expanding body of research suggests that orthographic factors can account for a significant amount of variance in word recognition over and above phonological abilities (Cunningham & Stanovich, 1990; 1993; Dreyer, 1994; Stanovich & West, 1989; Stanovich, West & Cunningham, 1991).
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A comprehensive cognitive appraisal of elementary school children with learning disabilities showed that within the language sphere, deficits associated with reading disability are selective: Phonological deficits consistently accompany reading problems whether they occur in relatively pure form or in the presence of coexisting attention deficit or arithmetic disability. Although reading-disabled children were also deficient in production of morphologically related forms, this difficulty stemmed in large part from the same weakness in the phonological component that underlies reading disability. In contrast, tests of syntactic knowledge did not distinguish reading-disabled children from those with other cognitive disabilities, nor from normal children after covarying for intelligence.
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