Beginning readers who are weak decoders usually continue to fall behind in reading as they progre... more Beginning readers who are weak decoders usually continue to fall behind in reading as they progress through school, negatively affecting their overall academic performance, self-esteem, and motivation. Therefore, it is imperative to develop instructional practices to assist the acquisition of effective decoding skills. Although existing remedial approaches have proven effective with a number of students with reading problems, they have not been successful with those students most at risk and have generally not resulted in transfer of skills to decoding novel words not targeted in instruction. I used a single-subject multiple probe design across participants to investigate the effectiveness of a color-coded, onset-rime based decoding intervention. The participants were first grade students determined to be at serious risk for reading disabilities based on their performance on screening measures. All four of the students made strong progress in learning the instructional words, increa...
The present study investigated preschoolers ’ knowledge of vocabulary that appears in first grade... more The present study investigated preschoolers ’ knowledge of vocabulary that appears in first grade basal readers by applying Rasch modeling to data from a researcher-developed receptive picture vocabulary assessment admin-istered to 238 children. Levels of word difficulty for dual language learners (DLLs) and monolingual English learners (MELs) were compared. A total of 60 target words were selected from the glossaries of basal readers, and two test forms of 30 words each were created with four illustrations per word plate. Rasch analyses carried out on the entire preschool sample and on sep-arate samples of DLLs and MELs showed that the ranking of target words by difficulty was similar for DLLs and MELs, but the groups differed in mastery of target words. Language status and level of general vocabulary knowledge were stronger predictors of word difficulty than age for this sample of pre-schoolers. Findings suggest MELs and DLLs learn English words in a similar order, but further res...
This study was an investigation into the effectiveness of a color-coded, onset-rime-based decodin... more This study was an investigation into the effectiveness of a color-coded, onset-rime-based decoding intervention with first-graders at serious risk for reading disabilities using a singlesubject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1-week and 1-month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first-grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs.
... For example, illustrating words and acting out words have been suggested as two strategies th... more ... For example, illustrating words and acting out words have been suggested as two strategies that may be particularly helpful in teaching vocabulary to ELLs (Gersten & Baker, 2000; Gersten & Geva, 2003; Roberts & Neal, 2004). ...
... For example, illustrating words and acting out words have been suggested as two strategies th... more ... For example, illustrating words and acting out words have been suggested as two strategies that may be particularly helpful in teaching vocabulary to ELLs (Gersten & Baker, 2000; Gersten & Geva, 2003; Roberts & Neal, 2004). ...
This study was an investigation into the effectiveness of a color-coded, onset-rime-based decodin... more This study was an investigation into the effectiveness of a color-coded, onset-rime-based decoding intervention with first-graders at serious risk for reading disabilities using a singlesubject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1-week and 1-month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first-grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs.
This study was an investigation into the effectiveness of a color-coded, onset-rime-based decodin... more This study was an investigation into the effectiveness of a color-coded, onset-rime-based decoding intervention with first-graders at serious risk for reading disabilities using a singlesubject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1-week and 1-month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first-grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs.
Perspectives on Language Learning and Education, 2008
... has excellent reliability and validity especially for reading (Fuchs & Fuchs, 1998; Hosp ... more ... has excellent reliability and validity especially for reading (Fuchs & Fuchs, 1998; Hosp & Hosp, 2003; Madelaine & Wheldall, 1999; Shinn, 1989; Stecker ... Consider Kyle, whose reading CBM data are represented in Figure 1. Kyle was a second grade student in our research study ...
Abstract We conducted two case studies to evaluate the effectiveness of individualized remedial r... more Abstract We conducted two case studies to evaluate the effectiveness of individualized remedial reading instruction linked to direct measures of student learning and transfer. The participants were two first grade children at serious risk of reading failure. The instruction ...
... For example, illustrating words and acting out words have been suggested as two strategies th... more ... For example, illustrating words and acting out words have been suggested as two strategies that may be particularly helpful in teaching vocabulary to ELLs (Gersten & Baker, 2000; Gersten & Geva, 2003; Roberts & Neal, 2004). ...
The present study investigated preschoolers’ knowledge of vocabulary that appears in first grade ... more The present study investigated preschoolers’ knowledge of vocabulary that appears in first grade basal readers by applying Rasch modeling to data from a researcher-developed receptive picture vocabulary assessment administered to 238 children. Levels of word difficulty for dual language learners (DLLs) and monolingual English learners (MELs) were compared. A total of 60 target words were selected from the glossaries of
One-on-one reading interventions have long been supported in the research literature; however, re... more One-on-one reading interventions have long been supported in the research literature; however, research on effective use of paraprofessionals to deliver remedial reading tutoring early elementary grades is limited. This best-evidence synthesis of the literature was conducted to identify key components associated with effective use of paraprofessionals as reading tutoring in grades K-3. Empirical studies were reviewed to identify best practices for administrators who are seeking to use paraprofessionals to improve students’ reading outcomes. Our findings suggested that effective use of paraprofessionals was associated with: (1) extensive training in the delivery of a research-based reading intervention, (2) close and ongoing supervision of tutors and (3) access to scripted lessons with a strong phonics component.
Beginning readers who are weak decoders usually continue to fall behind in reading as they progre... more Beginning readers who are weak decoders usually continue to fall behind in reading as they progress through school, negatively affecting their overall academic performance, self-esteem, and motivation. Therefore, it is imperative to develop instructional practices to assist the acquisition of effective decoding skills. Although existing remedial approaches have proven effective with a number of students with reading problems, they have not been successful with those students most at risk and have generally not resulted in transfer of skills to decoding novel words not targeted in instruction. I used a single-subject multiple probe design across participants to investigate the effectiveness of a color-coded, onset-rime based decoding intervention. The participants were first grade students determined to be at serious risk for reading disabilities based on their performance on screening measures. All four of the students made strong progress in learning the instructional words, increa...
The present study investigated preschoolers ’ knowledge of vocabulary that appears in first grade... more The present study investigated preschoolers ’ knowledge of vocabulary that appears in first grade basal readers by applying Rasch modeling to data from a researcher-developed receptive picture vocabulary assessment admin-istered to 238 children. Levels of word difficulty for dual language learners (DLLs) and monolingual English learners (MELs) were compared. A total of 60 target words were selected from the glossaries of basal readers, and two test forms of 30 words each were created with four illustrations per word plate. Rasch analyses carried out on the entire preschool sample and on sep-arate samples of DLLs and MELs showed that the ranking of target words by difficulty was similar for DLLs and MELs, but the groups differed in mastery of target words. Language status and level of general vocabulary knowledge were stronger predictors of word difficulty than age for this sample of pre-schoolers. Findings suggest MELs and DLLs learn English words in a similar order, but further res...
This study was an investigation into the effectiveness of a color-coded, onset-rime-based decodin... more This study was an investigation into the effectiveness of a color-coded, onset-rime-based decoding intervention with first-graders at serious risk for reading disabilities using a singlesubject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1-week and 1-month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first-grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs.
... For example, illustrating words and acting out words have been suggested as two strategies th... more ... For example, illustrating words and acting out words have been suggested as two strategies that may be particularly helpful in teaching vocabulary to ELLs (Gersten & Baker, 2000; Gersten & Geva, 2003; Roberts & Neal, 2004). ...
... For example, illustrating words and acting out words have been suggested as two strategies th... more ... For example, illustrating words and acting out words have been suggested as two strategies that may be particularly helpful in teaching vocabulary to ELLs (Gersten & Baker, 2000; Gersten & Geva, 2003; Roberts & Neal, 2004). ...
This study was an investigation into the effectiveness of a color-coded, onset-rime-based decodin... more This study was an investigation into the effectiveness of a color-coded, onset-rime-based decoding intervention with first-graders at serious risk for reading disabilities using a singlesubject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1-week and 1-month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first-grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs.
This study was an investigation into the effectiveness of a color-coded, onset-rime-based decodin... more This study was an investigation into the effectiveness of a color-coded, onset-rime-based decoding intervention with first-graders at serious risk for reading disabilities using a singlesubject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1-week and 1-month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first-grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs.
Perspectives on Language Learning and Education, 2008
... has excellent reliability and validity especially for reading (Fuchs & Fuchs, 1998; Hosp ... more ... has excellent reliability and validity especially for reading (Fuchs & Fuchs, 1998; Hosp & Hosp, 2003; Madelaine & Wheldall, 1999; Shinn, 1989; Stecker ... Consider Kyle, whose reading CBM data are represented in Figure 1. Kyle was a second grade student in our research study ...
Abstract We conducted two case studies to evaluate the effectiveness of individualized remedial r... more Abstract We conducted two case studies to evaluate the effectiveness of individualized remedial reading instruction linked to direct measures of student learning and transfer. The participants were two first grade children at serious risk of reading failure. The instruction ...
... For example, illustrating words and acting out words have been suggested as two strategies th... more ... For example, illustrating words and acting out words have been suggested as two strategies that may be particularly helpful in teaching vocabulary to ELLs (Gersten & Baker, 2000; Gersten & Geva, 2003; Roberts & Neal, 2004). ...
The present study investigated preschoolers’ knowledge of vocabulary that appears in first grade ... more The present study investigated preschoolers’ knowledge of vocabulary that appears in first grade basal readers by applying Rasch modeling to data from a researcher-developed receptive picture vocabulary assessment administered to 238 children. Levels of word difficulty for dual language learners (DLLs) and monolingual English learners (MELs) were compared. A total of 60 target words were selected from the glossaries of
One-on-one reading interventions have long been supported in the research literature; however, re... more One-on-one reading interventions have long been supported in the research literature; however, research on effective use of paraprofessionals to deliver remedial reading tutoring early elementary grades is limited. This best-evidence synthesis of the literature was conducted to identify key components associated with effective use of paraprofessionals as reading tutoring in grades K-3. Empirical studies were reviewed to identify best practices for administrators who are seeking to use paraprofessionals to improve students’ reading outcomes. Our findings suggested that effective use of paraprofessionals was associated with: (1) extensive training in the delivery of a research-based reading intervention, (2) close and ongoing supervision of tutors and (3) access to scripted lessons with a strong phonics component.
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Papers by Sara J. Hines