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The purpose of this meta-analysis was to assess the overall effects of automaticity training of fundamental literacy component skills (i.e., letter names/sounds, individual words) on reading fluency and comprehension. Another purpose was to assess if the effects of automaticity training varied for reading fluency and comprehension. We identified 11 research studies involving students in Grades 1–6 that met the inclusion criteria for this meta-analysis. A total of 83 effect sizes (Hedges g, corrected for sample size bias) were extracted from these studies. These studies were double-coded for specific features (e.g., student age, student grade, type of automaticity training). We meta-analyzed the effect sizes using a multi-level meta-analytic model and examined whether the outcome measure type (comprehension or fluency) moderated the effects of automaticity training. We also analyzed for publication bias. The overall effect size for automaticity training of fundamental literacy component skills on reading fluency and comprehension was 0.28, although it was not statistically significant. Shifting units of analysis approach indicated there was a statistically significant effect found for reading fluency outcomes [g = 0.48 (CI =.23,.72)] but not for reading comprehension (ES = 0.17 ns). Limitations and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Expository writing may be especially difficult for elementary grade students due to lack of background knowledge and unfamiliar text structures. A text structure writing intervention aimed at teaching students to write informational text using text structures has been shown to have promise for improving the informational text writing of upper elementary grade students using small group instruction (Reading and Writing, 31, 2115–2145; Reading and Writing: An Interdisciplinary Journal, 31, 2165–2190; Learning Disabilities: A Multidisciplinary Journal, 23, 35–55.). There are disadvantages to small group instruction, however, because it requires additional resources. In the current study, 41 students in grade 4 were randomly assigned to receive the Structures Writing intervention or BAU narrative writing instruction. Both groups received instruction in a large group setting. At posttest, students who received the Structures Writing intervention statistically significantly outperformed the control group on researcher-created measures of simple description, compare/contrast, sequence, problem–solution, and cause-effect writing. Results indicated no differences between on distal reading outcomes. The intervention components completed within the allotted time-frame were completed with a high degree of fidelity (97%), providing an indicator of usability. However, students only fully completed 57% of lesson activities, indicating that it is not feasible to complete the lessons within a 30-min time frame. The discussion highlights the Structures Writing intervention as a promising approach for improving informational text writing skills of fourth grade students with moderate to large effect sizes that support findings of a prior pilot test. A larger efficacy trial is warranted following revision of the lessons to shorten lesson duration. [ABSTRACT FROM AUTHOR]

Informational text writing is a complex task requiring multiple literacy skills, such as reading and comprehending source material, identifying important information, and transforming ideas to meet the goals for the new writing task. The Structures Writing intervention was developed to improve the informational text writing skills of 4th and 5th grade struggling writers by reducing the cognitive load associated with reading source text and teaching students to organize information using text structures. In the current study, sixty-one 4th and 5th grade struggling writers were randomly assigned to receive the Structures Writing intervention. Students in the Structures Writing intervention were provided with information in “frames” and taught to write informational passages using three text structures (i.e., simple description, compare/contrast, sequence). To do so, the students were taught a strategy for picking the topic and structure of their writing, organizing facts for the text structure, and writing the facts in paragraph form. They were also taught to include text structure features, including signal words, transition words, grouping similarities and differences, etc. At post-test, students who received the Structures Writing intervention statistically significantly outperformed the control group on researcher-created measures of simple description writing (d = 0.66), compare/contrast writing (d = 0.61), and sequence writing (d = 0.94). Results also indicate students in Structures Writing intervention condition statistically significantly outperformed the math-writing group on a measure of identifying text structures in reading passages (d = 0.94). No other statistically significant differences were found between the groups. The implications and future directions for the development of the Structures Writing intervention are discussed. [ABSTRACT FROM AUTHOR]

Students who struggle with reading have particular trouble with expository text. Instruction in text structures has been shown to be effective for improving expository reading comprehension. However, few studies have been conducted specifically with upper elementary aged struggling readers. To address these issues, we developed a new intervention, Structures, to improve the expository text comprehension of 4th and 5th grade struggling readers. In this study, we conducted a randomized control trial to assess the promise, usability, and feasibility of one component of the intervention designed to teach students to identify and discriminate the five text structures. Forty-five 4th and 5th grade struggling readers were randomly assigned to intervention or business-as-usual conditions. Students in the Structures condition were taught to identify and discriminate among the five text structures used by authors of expository text: description, sequence, cause/effect, compare/contrast, and problem/solution. At post-test, experimental students (n = 24) statistically significantly outperformed control students (n = 21) on a structures identification measure (d = 0.94). No other statistically significant differences were found. However, a practically (but not statistically) significant effect size was found on an oral retell measure (d = 0.29). Results also indicate the materials were usable for teachers and it was feasible to implement the intervention in a school setting. The implications and future directions of the development of remaining components in the Structures intervention are discussed. [ABSTRACT FROM AUTHOR]

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 FROM AUTHOR]

This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems, with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures. Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age groups explaining 54% of the variance and correctly classifying 78.26% ( n = 18) of the elementary students and 84.21% ( n = 16) of the secondary students. Findings also suggested that behavioral variables (e.g., school adjustment, externalizing, and internalizing) were predictive of broad reading and broad written expression scores, with school adjustment (a protective factor) accounting for the most variance in the three-variable model. Limitations and recommendations for future research are addressed. [ABSTRACT FROM AUTHOR]

Research and evaluation of the wraparound process has typically focused on outcomes, service providers, and costs. While many of these studies describe a process that is consistent with the wraparound approach, few studies have reported attempts to monitor or measure the treatment fidelity of the wraparound process. The purpose of this study was to assess the fidelity of the wraparound process in a community-based system of care using the Wraparound Observation Form-Second Version. Results from 112 family planning meetings indicated some strengths and weaknesses within the current system. Families and professionals were frequently involved in the planning and implementation of the wraparound process. However, informal supports and natural family supports were not present in a majority of the meetings. Given the significant number of youth served in wraparound programs, the benefits of using the Wraparound Observation Form-Second Version as an instrument to monitor the fidelity of the wraparound approach should not be ignored. [ABSTRACT FROM AUTHOR]

Eleven first grade and 10 second grade students, all with reading and behavioral difficulties, received one-on-one tutoring using the Sound Partners reading program (Vadasy & Pool, l997). Students received 30 min of tutoring each day for 5 months. Students were assessed on Letter-Word Identification, Passage Comprehension, and Word Attack subtests of the Woodcock-Johnson-Revised (WJ-R): Tests of Achievement. An informal measure (rapid letter naming) was also used. Results indicated that gains of approximately 1 standard deviation (or greater) were noted for subtests of the WJ-R for first-grade students; second graders showed relatively stable performance from pre- to posttest assessments. Similar performance was noted on the informal measure across grades. Program satisfaction data showed that overall the tutors, teachers, and students were pleased with the program. Discussion focuses on the implications for future investigations. [ABSTRACT FROM AUTHOR]