Effects of Employing the Text, SRA Decoding Strategies on the Word Recognition for a High School Student with Learning Disabilities

Alyson Lykken*, Julie Wakeman**, Jennifer Neyman***, T. F. McLaughlin****, Kim Zumwalt*****
*-**-***-****Gonzaga University.
*****Spokane Public School.
Periodicity:February - April'2014
DOI : https://doi.org/10.26634/jpsy.7.4.2653

Abstract

An objective of this study was to evaluate the effects of employing the SRA Decoding Strategies text on word recognition for a ninth grade male with a learning disability. The student was enrolled in a high school special education resource room in a large urban school district in the Pacific North west in a direct instruction reading resource room. A multiple baseline design across three sets of sight words was used to test the effectiveness of the decoding program. The overall results indicated that the program worked well with the participant. The decoding strategies generalized to novel words for which he had not received any training. The efficacy of employing direct instruction procedures with high school students with learning disabilities was discussed in this paper.

Keywords

SRA (Scientific Research Associates), Decoding Strategies, Direct Instruction, Sight Words, Decoding, Learning Disabilities, High School Student, Multiple Baseline Design, Literacy, IEP (Individual Education Plan)

How to Cite this Article?

Lykken, A., Wakeman, J., Neyman, J., McLaughlin, T., & Zumwalt, K. (2014). Effects of Employing the Text, SRA Decoding Strategies on the Word Recognition for a High School Student with Learning Disabilities. i-manager’s Journal on Educational Psychology, 7(4), 19-24. https://doi.org/10.26634/jpsy.7.4.2653

References

[1]. Adams, G., L., & Engelmann, S. (1996). Research on Direct Instruction: 25 Years beyond DISTAR. Seattle, WA: Education Achievement Systems.
[2]. Blackwell, A., Stookey, S., & McLaughlin, T. F. (1996). The effects of using direct instruction and a re-reading contingency with precision teaching. Journal of Precision Teaching and Celeration, 13(2), 19-22.
[3]. Cunningham, A. C., & Stanovich, K. E. (2001). What reading does for the mind. Journal of Direct Instruction, 1, 137–149.
[4]. Engelmann, S. (2000). About reading—A comparison of Reading Mastery and Horizons. Effective School Practices, 18(3), 15-26.
[5]. Engelmann, S., & Hanner, S., (1995). Reading mastery III. Worthington, OH: SRA Macmillian/McGraw-Hill.
[6]. Engelmann, S., Meyer, L., Carnine, L., Becker, W., Eisele, J., & Johnson, G. (1999). SRA Decoding strategies (DI Decoding Student Book) (3rd. ed.). Boston, MA: SRA/McGraw–Hill.
[7]. Gregory, A., McLaughlin, T. F., Weber, K. P., & Stookey, S., (2005). The effects of using direct instruction and a rereading contingency with a high school student. International Journal of Special Education, 20(1), 50-54. Retrieved from: http://www.internationaljournalofspecial education.com/issues.cfm
[8]. Holz, K. R., Peck, S. M., McLaughlin, T. F., & Stookey, S. (1996). The effects of using Direct Instruction reading and a re-reading contingency coupled with a reward and praise contingency with a high school sophomore. Journal of Precision Teaching and Celeration, 14 (1), 35- 40.
[9]. Jitendra, A. K., Cole, C. L., Hoppes, M. K., & Wilson, B. (1998). Effects of a direct instruction main idea summarization program and self-monitoring on reading comprehension of middle school students with learning disabilities. Reading and Writing Quarterly, 14, 379-387.
[10]. Kazdin, A. E. (2011). Single case research designs: Methods for clinical and applied settings (2nd. ed.). New York, NY: Oxford University Press.
[11]. Lynch, J. (2009). Print literacy engagement of parents from low-income backgrounds: Implications for adult and family literacy programs. Journal of Adolescent & Adult Literacy,52, 509-521.
[12]. McLaughlin, T. F. (1983). An examination and evaluation of single subject designs used in behavior analysis research in school settings. Educational Research Quarterly, 7, 35-42.
[13]. McLaughlin, T. F., Williams, B. F., Williams, R. L., Peck, S. M., Derby, K. M., Bjordahl, J. M., & Weber, K. M. (1999). Behavioral training for teachers in special education: The Gonzaga University program. Behavioral Interventions, 14, 83-134.
[14]. Shippen, M. E., Houchins, D. E., Steventon, C., & Sartor, D. (2005). A comparison of two direct instruction reading programs for urban middle school students. Remedial and Special Education, 26, 175-182.
[15]. Swanson, H. L., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes. New York, NY: Guilford Press.
[16]. Torgesen, J. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55–64.
[17]. U.S. Department of Education, National Institute of Literacy. (2013). U.S. Literacy Statistics. [Data File]. Retrieved from: http://www.statisticbrain.com/number-ofamerican- adults-who-cant-read/
[18]. Lerner, J., & Johns, B. (2011) Learning disabilities and related mild disabilities: Characteristics, teaching strategies, and new directions. Boston: Houghton Mifflin Co.
[19]. Greenwood, C. R. (1996). Research on the practices and behaviors of effective teachers the Juniper Gardens Children's Project: Implications for education of diverse learners. In D. L. Speece & B. K. Keogh (Eds.). Research on classroom ecologies: Implications for inclusion of children with learning disabilities (pp. 39-67). Hillsdale, NJ: Lawrence Erlbaum and Associates Publishers.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.