Effectiveness of targeted reading intervention based on response to intervention on reading function and academic self-efficacy of third grade elementary school students with dyslexia

Document Type : Original Article

Authors

1 Ph.D. Islamic Azad University, Ahvaz Branch, Ahvaz, Iran.

2 Associate Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

3 Assistant Professor, Department of Psychology and Education of Exceptional Children, Islamic Azad University, Ahvaz Branch, Ahvaz, Iran.

Abstract

Aim. The purpose of the present research was to investigate the effectiveness of targeted reading intervention based on response to intervention on reading function and academic self-efficacy of students with dyslexia in Hamedan city. Methods. This research was a quasi-experimental study with pre-test, post-test design and a control group. The study population consisted of third grade elementary school students with dyslexia. Subjects were selected by simple random sampling method, so that 30 students with dyslexia particiapted. Subjects were divided into two groups randomly (experiment and control group), each consisting of 15 students. Experiment group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The tools of present research were Koromi-Nouri & Moradi’s Reading and Dyslexia Test (2005) and McIllroy & Bunting’s Academic Self-efficacy Questionnaire (2001). The data were analyzed by using multivariate analysis of covariance test (MANCOVA). Results. Findings of this research showed that mean scores of reading function and academic self-efficacy in experiment group were significantly increased after intervention in comparison with control group. The targeted reading intervention led to improve the reading function and academic self-efficacy of students with dyslexia. Conclusion. Therefore, paying attention to the variables such as reading function and academic self-efficacy are essential and planning for providing targeted reading intervention based on response to intervention for these students is of particular importance.

Keywords

References

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Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M. and Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1): 78-96.
Dennis, M. S. (2015). Effects of Tier 2 and Tier 3 mathematics interventions on students with mathematics learning difficulties. Learning Disabilities Research and Practice, 30(1): 29-42.
Esbjørn, B. H., Normann, N., Christiansen, B. M., Reinholdt-Dunne, M. L. (2018). The efficacy of group metacognitive therapy for children (MCT-c) with generalized anxiety disorder: An open trial. Journal of Anxiety Disorders, 53, 16-21.
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Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W. and Langer, D. A. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3): 295-308.
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McGeown, S. P., Putwain, D., Simpson, E. G., Boffey, E., Markham, J. and Vince, A. (2014). Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics. Learning and Individual Differences, 32, 278-286.
Mc Ilroy, D. and Bunting, B. (2002). Personality, behavior, and academic achievement: Principles for educators to inculcate and students to model. Contemporary Educational Psychology, 27, 326-370.
Petretto, D. R. and Masala, C. (2017). Dyslexia and Specific Learning Disorders: New International Diagnostic Criteria. Journal of Childhood and Developmental Disorders. 3(4): 1-6.
Rains, Jenny R, Catherine A. Kelly, Robert, L. Durham (2008). The evolution of the importance of multi-sensory teaching techniques in elementary mathematics: Theory and Practice, Journal of Theory and Practice in Education, 4(2): 239-252.
Sisson, D. and Sisson, B. (2014). Targeted Reading Interventions for the Common Core: Grades K–3: Classroom-Tested Lessons That Help Struggling Students Meet the Rigors of the Standards. 1st edition, NewYork: Scholastic Teaching Resources.
Stubbs, N. S. and Maynard, D. M. B. (2017). Academic self-Efficacy, school engagement and family functioning, among postsecondary students in the Caribbean. J Child Fam Stud, 26(3): 792-799.
Tannock, R. (2016). Provision of evidence-based intervention is not part of the DSM-5 diagnostic criteria for Specific Learning Disorder. Eur J Child and Adolescent Psychiatry, 25, 209-210.
Williams, G. (2002). A study of the effects of multi- sensory writing instruction on the written expres- sion of the dyslexic elementary child. Retrieved April 30.
Williams, J. L., Miciak, J., Mc Farland, L. and Wexler, J. (2016) Learning disability identification criteria and reporting in empirical research: a review of 2001-2013. Learn Disabil Res Pract, 31, 221-229.
Wiznitzer, M. and Scheffel, D. L. (2010). Learning disabilities. In R. B. David, J. B. Bodensteiner, D. E. Mandelbaum and B. Olson (Eds.), Clinical pediatric neurology (pp. 479-492). New York: Demos Medical Publishing.
Zaidman-Zait, A., Most, T., Tarrasch, R., Haddad-eid, E. and Brand, D. (2015). The impact of childhood hearing loss on the family: Mothers’ and fathers’ stress and coping resources. Journal of deaf studies and deaf education, 21(1): 23-33.
 
 
 
 
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorder. Washington, DC: American Psychiatric Association.
Baltes, B., Hoffman-Kipp, P., Lynn, L. and Weltzer-Ward, L. (2010). Students' Research Self-Efficacy during Online Doctoral Research Courses. Contemporary Issues in Education Research, 3(3): 51-58.
Bulut, A. (2017). Improving 4th grade primary school students' reading comprehension skills”. Universal Journalof Educatinal Research, 5(1): 23-30.
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M. and Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1): 78-96.
Dennis, M. S. (2015). Effects of Tier 2 and Tier 3 mathematics interventions on students with mathematics learning difficulties. Learning Disabilities Research and Practice, 30(1): 29-42.
Esbjørn, B. H., Normann, N., Christiansen, B. M., Reinholdt-Dunne, M. L. (2018). The efficacy of group metacognitive therapy for children (MCT-c) with generalized anxiety disorder: An open trial. Journal of Anxiety Disorders, 53, 16-21.
Faulhaber, J. (2016). Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities. PublishedThesis Dissertation, Ohio State University.
Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W. and Langer, D. A. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3): 295-308.
Gifford, M. (2014). The effects of technology-based graphic organizers to teach reading comprehension skills of students with learning disabilities. Published Thesis Dissertation, Rowan University.
Hallahan, D. P, Kauffman, J. M and Pullen, P. C. (2015). Exceptional learners: an introduction to special education (13th Ed). Published by Pearson Education, Inc.
Hoofer, A. (2004). The effects of using a multisensory approach to improve special student reading.Retrieved April 30, 2006, from http://www.Graceland.edu/pdf/ soe/Ann_Hoefer.pdf.
Jones, R. E. and Ball, C. R. (2012). Introduction to the special issue: Addressing response to intervention implementation: Questions from the field. Psychology in the Schools, 49(3): 207-209.
Kirk, S., Gallagher, G. and Coleman, M. R. (2015). Educating Exceptional Children. 14th Ed. Cengage Learning, Printed in the United States of America.
McGeown, S. P., Putwain, D., Simpson, E. G., Boffey, E., Markham, J. and Vince, A. (2014). Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics. Learning and Individual Differences, 32, 278-286.
Mc Ilroy, D. and Bunting, B. (2002). Personality, behavior, and academic achievement: Principles for educators to inculcate and students to model. Contemporary Educational Psychology, 27, 326-370.
Petretto, D. R. and Masala, C. (2017). Dyslexia and Specific Learning Disorders: New International Diagnostic Criteria. Journal of Childhood and Developmental Disorders. 3(4): 1-6.
Rains, Jenny R, Catherine A. Kelly, Robert, L. Durham (2008). The evolution of the importance of multi-sensory teaching techniques in elementary mathematics: Theory and Practice, Journal of Theory and Practice in Education, 4(2): 239-252.
Sisson, D. and Sisson, B. (2014). Targeted Reading Interventions for the Common Core: Grades K–3: Classroom-Tested Lessons That Help Struggling Students Meet the Rigors of the Standards. 1st edition, NewYork: Scholastic Teaching Resources.
Stubbs, N. S. and Maynard, D. M. B. (2017). Academic self-Efficacy, school engagement and family functioning, among postsecondary students in the Caribbean. J Child Fam Stud, 26(3): 792-799.
Tannock, R. (2016). Provision of evidence-based intervention is not part of the DSM-5 diagnostic criteria for Specific Learning Disorder. Eur J Child and Adolescent Psychiatry, 25, 209-210.
Williams, G. (2002). A study of the effects of multi- sensory writing instruction on the written expres- sion of the dyslexic elementary child. Retrieved April 30.
Williams, J. L., Miciak, J., Mc Farland, L. and Wexler, J. (2016) Learning disability identification criteria and reporting in empirical research: a review of 2001-2013. Learn Disabil Res Pract, 31, 221-229.
Wiznitzer, M. and Scheffel, D. L. (2010). Learning disabilities. In R. B. David, J. B. Bodensteiner, D. E. Mandelbaum and B. Olson (Eds.), Clinical pediatric neurology (pp. 479-492). New York: Demos Medical Publishing.
Zaidman-Zait, A., Most, T., Tarrasch, R., Haddad-eid, E. and Brand, D. (2015). The impact of childhood hearing loss on the family: Mothers’ and fathers’ stress and coping resources. Journal of deaf studies and deaf education, 21(1): 23-33.
 
 
 
 

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History

  • Receive Date: 28 January 2019
  • Accept Date: 28 January 2019

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