Nancy E. Marchand-Martella

Three-Tier Models of Reading and Behavior: A Research Review.

The purpose of this study was to analyze the research literature on three-tier models of reading and behavior and to provide a descriptive analysis and meta-analytic review of these models. An in-depth review of 17 articles was conducted on the similarities and differences between and among three-tier models of reading (n = 5), models of behavior (n = 7), and integrated models (combining reading and behavior; n = 5). Descriptive analyses were conducted across three areas: student populations, intervention level, and setting. Finally, a meta-analytic review was completed of 11 of the 17 investigations. Scientific evidence shows that one or more levels of these three-tier models leads to improved reading or behavior performance; however, there is a paucity of research detailing the integration of three-tier reading and behavior models. Limitations and directions for future research are discussed.

Effects of Direct Instruction, Cooperative Learning, and Independent Learning Practices on the Classroom Behavior of Students with Behavioral Disorders A Comparative Analysis

The purpose of this study was to conduct a comparative analysis of the effects of direct instruction, cooperative learning, and independent learning instructional practices on the classroom behavior of students with behavior disorders. Results indicated that there were distinct differences in the classroom behavior of the students during the direct instruction condition. In this condition, they displayed higher rates of on-task behavior and lower rates of disruptive behavior relative to the cooperative learning and independent learning conditions. There appeared to be little or no differences between the classroom behavior of the students during the cooperative learning condition and that during the independent learning condition. The results suggest (a) that the instructional sequence underlying direct instruction practices reduces the disruptive behavior of students, and (b) that instructional practices may serve as an aversive stimuli in classrooms.

The Effects of a Self-Management Program in Reducing Off-Task Behavior

Two adolescents with learning disabilities were taught to use a self-management program to decrease off-task behavior in two general education classes and a study hall class. The self-management program included three components—a checklist, a behavior rating scale, and a self-monitoring form. A multiple baseline design was implemented across settings for each participant. The findings indicated that the self-management program was successful in all three settings in decreasing off-task behaviors. Additionally, the teacher ratings of student behavior were found to increase during self-monitoring, suggesting the overall behavior of the students improved during the self-management program. The results are discussed in terms of the novelty of using teacher ratings of student behavior to demonstrate a relationship between the implementation of the self-management program and teacher reports of changes in other classroom behaviors.

Conducting Action Research in a Rural High School Setting Using Peers as Corrective Reading Instructors for Students with Disabilities

The purpose of this study was to analyze the effects of a peer-delivered Corrective Reading Program (CRP) (Engelmann, Hanner, & Johnson, 1989) with repeated reading in a rural high school setting. Students receiving peer-delivered instruction were pre- and posttested on the Gates-MacGinitie Reading Tests. Within program data were also taken. In addition, data were gathered on the performance of the peer instructors as well. The results of this study showed that, overall, students receiving the intervention over 1 academic year showed stable grade level performance in vocabulary and an increase of one and a half grade levels in comprehension on the Gates-MacGinitie. Students in level B1 of the CRP showed the opposite effect (increase of over 1 grade level in vocabulary and relatively stable performance in comprehension). Stable performance on both subtests was noted for the peer instructors. Other positive changes were noted in the within program data collected. Interobserver agreement data indicated the peer instructors collected data with a high degree of accuracy. The results are discussed in terms of the efficacy of using peers as instructors for students with disabilities in rural settings.

Key Areas of Effective Adolescent Literacy Programs

This paper reviews best practices for effective adolescent literacy programs. A focus is placed on five areas of literacy instruction including word study, fluency, vocabulary, comprehension, and motivation. Each of these areas is discussed as well as how each area is relevant to reading and understanding narrative and content-area text at high levels.

Writing Better Goals and Short-Term Objectives or Benchmarks

ing precise goals and short-term objectives or benchmarks. We developed this article from common questions beginning special education teachers frequently ask about writing and sequencing goals and short-term objectives or benchmarks. By following the logical writing and sequencing strategies outlined here, you might find your goals, objectives, and benchmarks more informative and useful for other teachers, students, and parents. Throughout the article, we provide figures that you may use as models. What Are Goals, Short-Term Objectives, and Benchmarks? The Individuals with Disabilities Education Act (IDEA Amendments, 1997) mandates that educators develop an individualized education program (IEP) for each student with disabilities (Gibb & Dyches, 2000). The heart of the IEP includes measurable annual goals and short-term objectives or benchmarks that describe each student’s expected learning outcomes. You use annual goals to estimate what outcomes you can expect in an academic year based on the student’s present level of performance (Mountain Plains Regional Resource Center, 1995). You should then divide these goals into short-term objectives or benchmarks. Short-term objectives and benchmarks describe meaningful intermediate and measurable outcomes between the student’s current performance level and the annual goal. The final short-term objective or benchmark should be the last step before the student accomplishes the annual goal.

Teaching Good Behavior in the Whole School.

In our school, like schools across the United States, disruptive forms of behavior seem to increasingly characterize many students. Such behavior has become one of the most pressing issues facing educators today. For example, the National School Safety Center has reported that students and school staH alike do not feel completely safe in schools (Stephens, 1995). The 28th annual Phi Delta Kappan Gallup Poll of the publics aHitudes toward the public schools mirrors the concerns of educators about the safety of schools and the rates of disruptive behavior occurring in schools (Elam, Rose, & Gallup, 1996).

Determining the collateral effects of peer tutor training on a student with severe disabilities

In one experiment and two case studies, we evaluated the impact of training peer tutors without disabilities to provide effective instructional procedures with a student with severe disabilities who exhibited aberrant behaviors in the classroom. Peer tutors received training on how to provide appropriate commands and specific praise statements, as well as to decrease negative statements. In the experiment, two peer tutors were taught these skills in a multiple baseline design. Two case studies further clarified the impact of the peer tutor training. In Case Study 1, one peer tutor received training on the three skills concurrently and data were assessed in an AB design. In Case Study 2, one peer tutor was trained prior to working with the student to determine if a peer tutor who had no prior history with the student could work effectively with minimal disruptions from the onset. Data were also measured on the students aberrant behaviors and his compliance before, during, and after training the peer tutors. Results indicated that the peer tutors leamed to provide appropriate commands and specific praise and to reduce negative statements. More important, as a collateral effect of the training program, the students aberrant behaviors decreased and his compliance to requests improved.

PROJECT PALS: A DESCRIPTION OF A HIGH SCHOOL-BASED TUTORIAL PROGRAM USING CORRECTIVE READING AND PEER-DELIVERED INSTRUCTION

The purpose of this investigation was to assess implementation aspects of a peer-delivered Corrective Reading Program (CRP), entitled “Project PALS” (Peer Assisted Learning System), in six area high schools. Specifically, high schools provided details on the following aspects of their programs: school and teachers, students receiving peer instruction, peer instructors, assessments, and funding. Across all schools, 167 peer instructors provided one-on-one instruction to 255 students in need of reading remediation. Of those students in the CRP, 87% received one-on-one instruction. Of the tutors who participated in Project PALS, eight students began the program as students. The majority (77%) of the peer instructors received college credit for their participation in the CRP. Implications for future research are discussed.

Examining the Effects of Phono-Graphix on the Remediation of Reading Skills of Students with Disabilities: A Program Evaluation

The purpose of this program evaluation was to examine the effects of Phono-Graphix, an intensive tertiary-level reading intervention, on the basic reading skills of 16 students aged 6 to 17 years who received special education services. Instruction was delivered one-on-one or in small groups of two or three students. Instruction lasted 8 weeks. Students were pre- and posttested using the Woodcock-Johnson Psycho-Educational Battery-3rd Edition: Tests of Achievement (WJ-III ACH). Results of this program evaluation indicated that the reading skills of students with disabilities improved. Statistically significant gains were made by the elementary and upper elementary/secondary students. The effect size gains were all above .39. Results are discussed with regard to effective interventions for students with reading disabilities and implications for future research.