The Problem of Reading of Children With Learning Disabilities Report (Assessment)

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Table of Contents

Problem Statement
Conclusions
References

A learning disability is a rather popular problem of the children that causes trouble in the process of education and using certain skills.

Problem Statement

Some children have impaired learning ability. There is no precise definition of learning disability except for the fact that it is characterized by a decrease in school performance and lag in the mastering of school knowledge. “Approximately 6.5 million students with disabilities are served in America’s public schools, with 44.4% of them being diagnosed with a learning disability” (Swanson & Vaughn, 2010).

Their problems are sufficiently severe to solve and require professional help. Specialized organizations should pay more attention to programs for disabled students as it is the only way to improve students’ academic performance.

The Americans with Disabilities Act (ADA) obliged almost all higher educational institutions to provide the disabled students with some level of services helping them in education.

Special education and services provided for students with SLD often are specialized instructions for developing of academic compensatory skills. “The majority of students with SLD receive most of their instruction in the general education setting with supplemental specialized instruction and support provided by certified special education teachers” (Scholten, 2011).

	Article 1	Article 2	Article 3	Article 4	Article 5
Author (Year)	Beate Peter, Mark Matsushit and Wendy H. Raskind	Jason L. Anthony,a Rachel Greenblatt Aghara, Martha J. Dunkelberger, Teresa I. Anthony,a Jeffrey M. Williams,a and Zhou Zhanga (2011)	Elizabeth B. Meisinger & Juliana S. Bloom & George W. Hynd (2010)	Elizabeth A. Swanson and Sharon Vaughn (2010)	Wise, Lauress L. (2010)
Title of Journal	Global Processing Speed in Children With Low Reading Ability and in Children and Adults With Typical Reading Ability: Exploratory Factor Analytic Models (2011)	What Factors Place Children With Speech Sound Disorders at Risk for Reading Problems? American Journal of Speech-Language Pathology	Reading fluency: implications for the assessment of children with reading disabilities.	An observation study of reading instruction provided to elementary students with learning disabilities in the resource room. Psychology in the Schools.	Accessible Reading Assessments For Students with Disabilities: Summary and Conclusions, Applied Measurement in Education
Name the specific Research Design	To investigate processing speed as a latent dimension in children with dyslexia and children and adults with typical reading skills. Journal of Speech, Language, and Hearing Research	To identify weaknesses in print awareness and phonological processing that place children with speech sound disorders (SSDs) at increased risk for reading difficulties.	To demonstrate superior diagnostic utility of reading fluency to identify children with reading disabilities.	To observe reading instruction provided by 10 special education resource-room teachers.	To examine factors that make reading assessments more accessible to students with disabilities, and illustrate several different methods of analyzing the Degree to which accommodations change important characteristics
Research Question Guiding the article (In your own words)		What are the weaknesses in print awareness and phonological processing?	What is the role of reading fluency in identifying children with reading disabilities?	What effective reading instruction and grouping strategies do teachers use for achieving the academic progress of their students?	How do the accommodations impact on test score validity?
Main Findings/ Claims (Paraphrase and summarize main findings only)	Children with poor reading scores showed lower speed factor scores than did typical peers. The speed factor was negatively correlated with age in the adults.	The difference in phonological awareness and reading between groups of children with SSDs and a language matched comparison group	Reading fluency is a key tool of assessment the reading disability among children.	Students reached significantly high rates in oral reading fluency but hardly increased their standard scores on measures of comprehension or word reading.	Large Printand Brailletestified that students perform slightly better on writing items and less well on reading items; Segmenting Reading Passagesshowed an increase in test Score reliability for students with disabilities while reliability for students without Disability remained unchanged. Read-Aloud presentationof passages and test questions showed score gains From audio presentation for students with disabilities.
What evidence do they provide?	Evidence for a global speed factor includes the observation that processing speed across a variety of task types increases during childhood and adolescence and then declines again, possibly as a function of white matter volume and integrity across the life span.	The difference is explained by individual differences in underlying representation-related phonological abilities and their weaknesses in quality and accessibility of phonological representations.	the fact that many adult dyslexics experience difficulties with reading fluency even after becoming accurate word readers, and intervention research has shown that it is harder to attain improvements in reading fluency compared to improvements in reading comprehension, decoding, and word identification skills (Lyon and Moats, 1997; Meyer and Felton, 1999; Torgesen, Rashotte, & Alexander, 2001).	(a) students benefit from explicit and systematic instruction, (b) foundation skills such as phonemic awareness and phonics/word study are essential elements of instruction, (c) higher processing skills such as fluency, vocabulary, and comprehension are essential from the beginning of reading instruction, and (d) students who have difficulties benefit from smaller group instruction.	Large Printand Braille forms provided minor evidence for item-level accommodation Effects. Segmenting Reading Passagesshowed no significant score gains for either students With or without disabilities and showed slightly decreased correlations With teacher ratings of reading proficiency. Read-Aloud Accommodation leads to different factor loadings and thus a potentially Changed construct.
Internal Validity Is the evidence convincing? Explain why or why not.	The evidences are proved by extensive factual basis, a multi-step analysis of data.	The evidences are convincing. The research was carried out using an interconnected set of theoretical and empirical research methods.	The reliability of study results is provided by its conduct, based on recent advances philosophical, psychological, linguistic and pedagogical sciences.	The evidences are convincing although student achievement did improve, it did not do so at a rate that allows a closing of the gap between achievement among students with LD and students without LD.	The evidence is not convincing, because substantive findings represented the works in their progress and showed Mixed or even conflicting results that beg for further investigation.
Where was the study conducted?	University of Washington, Seattle	University of Texas Health Science Center, Houston	a university-based clinic	Center for Preventing Educational Risk at The University of Texas at Austin.	Human Resources Research Organization
Type of Sampling	Stratified sampling	Not mentioned	Not mentioned	Purposive sampling	Stratified sampling
External Validity Can you generalize to your setting and population? Why or why not?	The study provides data that could be used in my further research	It contributes new insights into the problem of reading disability	The work contains helpful data for my related research	Findings could contribute my further work	The article provides results and statistics that could be used in my work.
How will this study inform your project or thesis?	The study will be useful source of information about the low reading ability	This research paper contain information about identification of factors responsible for the increased risk of reading difficulties among children with SSDs.	The study provides helpful information on detecting reading problems using reading fluency.	The results of this study provide helpful data and could be used for my further researches. The components of effective reading instruction can serve as a guide to types of learning	The articles examined different methods that could be helpful for study of the impact of accommodations for varying groups of students with disabilities.

Conclusions

A learning disability is a general term that describes the significant difficulties in the mastery of one or more of the following skills: listening, speaking, reading, writing, logical reasoning and arithmetic. But a reading disability is the most popular disorder among children. The disorder is a lifelong issue. However, right support and professional assessment could help children succeed in school and later in life.

The articles discuss the reading problem of children. They examine the scientific views on diagnosing and correcting the problem as well as the methods of assessment of students with LD (Meisinger, Bloom & Hynd, 2010). The approaches to solution of reading disability vary depending on the cause of the disorder.

Treatment of dyslexia is a comprehensive approach, including non-pharmacological intervention to exercise cognitive functions associated with the alleged nature of the underlying problem, and / or their consolidation as a compensatory mechanism (Jason, Greenblatt, & Zhang, 2011).

A balanced program of rehabilitation involves individual training, including systematic studies on the development of skills to identify phonemes, voice possession, fluency of reading and expanding of vocabulary (Swanson & Vaughn, 2010).

Well coordinated treatment program also includes opportunities to develop skills in writing, reading and discussion of the reading (Wise, 2010). A number of effective standardized methods of training are aimed at specific components related to the problems of phonological coding.

References

Beate, P., Matsushita, M. H., & Raskind, W. (2011). Global processing speed in children with low reading ability and in children and adults with typical reading ability: explanatory factor analytic models. Journal of Speech, Language, and Hearing Research, 54(3), 885-899.

Jason, L. A., Greenblatt, A. R., Dunkelberger, J. M., Anthony, I. A., Williams. M. J., & Zhang, Z. (2011). What factors place children with speech sound disorders at risk for reading problems? American Journal of Speech-Language Pathology, 20, 146-160.

Meisinger, E. B., Bloom, J. S., & Hynd, G.W. (2010). Reading fluency: Implications for the assessment of children with reading disabilities. Annals of Dyslexia, 60, 1-17.

Scholten, (2011). The A.D.D. Guidebook. empowermentplus.org. Retrieved from <https://drteeyascholten.com/pdf/guidebook_reading_problems_p75to80.pdf>

Swanson, E. A., & Vaughn, S. (2010). An observation study of reading instruction provided to elementary students with learning disabilities in the resource room. Psychology in the Schools, 47(5), 481–492.

Wise, L. L. (2010). Accessible Reading Assessments for Students with Disabilities: Summary and Conclusions. Applied Measurement in Education, 23, 209-214.

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