Reading Problems in School

Development of Best Practices Approach for Literacy Acquisition in Specific Learning Disabilities Classrooms

Research findings have provided evidence that reading problems in school continue and despite national efforts to increase reading skills in young students, deficits in reading are found in 40% of U.S. fourth-grade children (read below basic levels) and account for 80% of learning disability diagnoses (Bell, McCallum, & Cox, 2003; Jitendra, Edwards, Starosta, & Sacks, 2004). These reading difficulties result in negative consequences such as behavior problems, social and psychological problems, and academic problems, depending of the type of learning disability. For example, reading disabled boys have displayed higher levels of hostile-aggressive and anxious-fearful behavior (Scarborough & Parker, 2003; Smart, Sanson, & Prior, 1996).

There is a consensus that literacy instruction must be balanced and begin at an early age to avoid and deal with reading difficulties (Coyne, Kame'enui, Simmons, & Harn, 2004; Jitendra et al., 2004; Mather, Bos, & Babur, 2001; Pressley, Roehrig, Bogner, Raphael, & Dolezal, 2002). Beyond this, Chard, Vaughn, and Tyuler (2002) proclaimed that while study findings point out the need for building reading fluency in elementary students, particularly those with learning disabilities, features of interventions that achieve this goal remain unclear. A meta analysis conducted by Chard et al. (2002) resulted i

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formation needed, with outcome measures of: participates in class discussions, is able to develop a thesis statement and questions, and identifies key concepts. Standard 2. Literate students must be able to access needed information effectively and efficiently, with outcome measures of: identifies appropriate investigative methods or strategies, investigates the content, scope, and organization of information, and identifies keywords and meanings. Standard 3. Literate students are able to evaluate information and its sources in a critical manner and incorporate information into his/her own value system and knowledge base, with outcomes measures of: reads text and selects main ideas, restates concepts in his/her own words, is able to quote material, and recognizes interrelationships. Standard 4. Literate students either individually or as a group member, are able to use information effectively to accomplish a purpose, with outcome measures of: organizes content to support purpose such as storyboard or outline, articulates knowledge transferred from prior experience, integrates new and prior information, and manipulates information such as images or text. Standard 5. Literate students understand economic, legal, and/or

Category: Psychology - R