Reading Outcomes for Students with and without Reading Disabilities in General Education Middle-School Content Area Classes

By Diane Pedrotty Bryant, S. Vaughn, Sylvia Linan-Thompson, Nicole Ugel, Allison Hamff, Marty Hougen. 2000

147 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/869fe0b2b7758b4ea1d95ed6dd00c2ceeb290902

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Citations in the corpus

Efficacy of Collaborative Strategic Reading With Middle School Students* (2011, methodology): “CSR was also used as one of several intervention practices designed to enhance overall schoolwide reading comprehension (Bryant et al., 2000).”
Fluency and Comprehension Gains as a Result of Repeated Reading (2004, background): “Four studies (Bryant et al., 2000; Mathes & Fuchs, 1993; Mercer, Campbell, Miller, Mercer, & Lane, 2000; Sindelar, Monda, & O’Shea, 1990) that reported the results for students with LD separately explicitly indicated that a discrepancy formula between achievement and IQ was used to identify…”
Decoding and Fluency: Foundation Skills for Struggling Older Readers (2003, background): “Partner reading, as part of a multicomponent reading intervention, has proven effective for a range of readers, including middle school students with learning disabilities (Bryant et al., 2000).”
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers (2009, background): “In a single-group design study (Bryant et al., 2000), students participated in an enhanced collaborative strategic reading intervention during which they applied word learning, word reading, and comprehension strategies and practiced fluent reading.”
The Effects of Professional Development for Middle School General and Special Education Teachers on Implementation of Reading Strategies in Inclusive Content Area Classes (2001, background): “The teachers requested a strategy that would help their students decode multisyllabic words (Bryant et al., 2000).”
Effect of a Combined Repeated Reading and Question Generation Intervention on Reading Achievement (2006, background): “…of nondisabled students (Bryant et al., 2000; O’Shea, Sindelar, & O’Shea, 1985; Rasinski, Padak, Linek, & Sturtevant, 1994) and students with LD (Bryant et al., 2000; Freeland, Skinner, Jackson, McDaniel, & Smith, 2000; Gilbert, Williams, & McLaughlin, 1996; Mathes & Fuchs, 1993; Mercer,…”
Modeling the Relationship Between Oral Reading Fluency and Performance on a Statewide Reading Test (2006, background): “There is one related study in which teachers implemented instructional strategies with sixth graders in an effort to improve word identification, fluency, and content area comprehension (Bryant et al., 2000).”
Reading Comprehension Instruction for Students With Learning Disabilities, 1995—2006: A Meta-Analysis (2010, unknown): “This study incorporated peer tutors using collaborative strategic reading (CSR).”
Collaborative Strategic Reading as a Means to Enhance Peer-Mediated Instruction for Reading Comprehension and Content-Area Learning (2001, background): “teachers in fostering reading achievement, results suggest that this group of students continues to lag behind peers in terms of developing and using effective reading strategies (Bryant et al., 2000).”