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When elementary-aged children read unknown polysyllabic words, they must parse the orthographic input in order to decode it. Prior studies have not shown clearly whether syllables—as opposed to letters or morphemes—are perceptual units, particularly in children. Children in second, third, and fourth grade (N = 123) with and without reading difficulty (RD) were asked to read polysyllabic pseudowords (N = 98), and their accuracy, response time (onset latency), and response length (fluency) were recorded. In explanatory item-response analyses, the number of syllables in a word was negatively associated with pronunciation accuracy, latency, and fluency, even when accounting for the number of letters and morphemes. A syllable-by-grade interaction for onset latency showed that the syllable effect was smaller in higher grades, suggesting ongoing development of automaticity with syllabic features. A syllable-by-RD interaction for onset latency and fluency showed a smaller syllable effect for students with RD, suggesting that polysyllabic word processing is challenging for these students at all syllable lengths. The presence of negative syllable effects when accounting for the number of letters and presence of morphemes suggests that syllables are unique sublexical units that require reader attention when pronouncing unfamiliar written words. The mechanisms posited to explain these large negative effects include the need to parse printed words into orthographic syllables, inconsistency in the pronunciation of vowels in polysyllabic words, and the need to assign lexical stress. Overall, the results provide strong evidence that words’ syllabic features require processing that makes words with more syllables harder for elementary-age readers, regardless of the number of letters in the words, and that the degree to which syllabic features impact student performance depends on their age and reading ability.
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When elementary-aged children read unknown polysyllabic words, they must parse the orthographic input in order to decode it. Prior studies have not shown clearly whether syllables—as opposed to letters or morphemes—are perceptual units, particularly in children. Children in second, third, and fourth grade ( N = 123) with and without reading difficulty (RD) were asked to read polysyllabic pseudowords ( N = 98), and their accuracy, response time (onset latency), and response length (fluency) were recorded. In explanatory item-response analyses, the number of syllables in a word was negatively associated with pronunciation accuracy, latency, and fluency, even when accounting for the number of letters and morphemes. A syllable-by-grade interaction for onset latency showed that the syllable effect was smaller in higher grades, suggesting ongoing development of automaticity with syllabic features. A syllable-by-RD interaction for onset latency and fluency showed a smaller syllable effect for students with RD, suggesting that polysyllabic word processing is challenging for these students at all syllable lengths. The presence of negative syllable effects when accounting for the number of letters and presence of morphemes suggests that syllables are unique sublexical units that require reader attention when pronouncing unfamiliar written words. The mechanisms posited to explain these large negative effects include the need to parse printed words into orthographic syllables, inconsistency in the pronunciation of vowels in polysyllabic words, and the need to assign lexical stress. Overall, the results provide strong evidence that words’ syllabic features require processing that makes words with more syllables harder for elementary-age readers, regardless of the number of letters in the words, and that the degree to which syllabic features impact student performance depends on their age and reading ability.
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Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers’ perceptions of coteaching found that teachers often viewed their schools’ leadership decisions as adversely affecting their ability coteach effectively. The purpose of this article is to provide administrators with an overview of common coteaching models, summarize findings from our study on teachers’ perceptions of how their schools’ leadership influenced their coteaching practices, and provide a set of guiding questions to consider when seeking to support coteaching. © 2018 SAGE Publications.
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This study reports practices implemented in over 2,000 minutes by 16 middle school special education and general education co-teaching pairs in English language arts classes. We report the extent to which teachers integrated literacy activities that support reading comprehension, the co-teaching models used, and the frequency with which each teacher led instruction. We also report the types of grouping structures teachers used and the extent to which teachers interacted with students with disabilities. Finally, we report the types of text used. Observations revealed that more than half of time spent on literacy activities involved reading aloud or silently with no co-occurring literacy instruction that supports reading comprehension. Students with disabilities spent a majority of their time in whole-class instruction or working independently with little teacher interaction. Special education teachers spent most of their time supporting whole-class instruction led by the content-area teacher. Implications and directions for future research are provided.
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- Counseling and School Psychology (1)
- Reading (3)
- Special Education (4)
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- Journal Article (5)
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- English (3)