The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4. Student outcomes were compared using a quasi-experimental design; some teachers provided the research intervention (Idea Detectives [ID] group), whereas others provided the reading interventions typically offered in their schools (business-as-usual [BAU] group). Nearly 90% of BAU students received alternate evidence-based interventions. Results showed that student outcomes did not differ between the ID and BAU groups. Observational data indicated that revisions were needed to improve the intervention’s feasibility, and qualitative teacher data identified barriers to consistent implementation, as well as strengths and shortcomings of the intervention. Teacher data suggested strong support for the inclusion of self-regulation instruction with reading intervention. This study illustrates the importance of teacher–researcher collaborations for the development of instructional interventions.
AntoniouF.SouvignierE. (2007). Strategy instruction in reading comprehension: An intervention study for students with learning disabilities. Learning Disabilities: A Contemporary Journal, 5(1), 41–57.
2.
BennerG. J.NelsonJ. R.RalstonN. C.MooneyP. (2010). A meta-analysis of the effects of reading instruction on the reading skills of students with or at risk of behavioral disorders. Behavioral Disorders, 35(2), 86–102. https://doi.org/10.1177/019874291003500202
3.
BerkeleyS.LarsenA. (2018). Fostering self-regulation of students with learning disabilities: Insights from 30 years of reading comprehension intervention research. Learning Disabilities Research & Practice, 33(2), 75–86. https://doi.org/10.1111/ldrp.12165
4.
BerkeleyS.MastropieriM. A.ScruggsT. E. (2011). Reading comprehension strategy instruction and attribution retraining for secondary students with learning and other mild disabilities. Journal of Learning Disabilities, 44(1), 18–32. https://doi.org/10.1177/0022219410371677
5.
BlackwellL. S.TrzesniewskiK. H.DweckC. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
6.
BurnettP. C. (1999). Children’s self-talk and academic self-concepts. Educational Psychology in Practice, 15(3), 195–200. https://doi.org/10.1080/0266736990150308
7.
BurnetteJ. L.O’BoyleE. H.Van EppsE. M.PollackJ. M.FinkelE. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701.
8.
CartwrightK. B.CoppageE. A.LaneA. B.SingletonT.MarshallT. R.BentivegnaC. (2017). Cognitive flexibility deficits in children with specific reading comprehension difficulties. Contemporary Educational Psychology, 50, 33–44. https://doi.org/10.1016/j.cedpsych.2016.01.003
9.
CirinoP. T.MiciakJ.GerstE.BarnesM. A.VaughnS.ChildA.Huston-WarrenE. (2017). Executive function, self-regulated learning, and reading comprehension: A training study. Journal of Learning Disabilities, 50(4), 450–467. https://doi.org/10.1177/0022219415618497
10.
CuttingL. E.MaterekA.ColeC. A. S.LevineT. M.MahoneE. M. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59, 34–54. https://doi.org/10.1007/s11881-009-0022-0
11.
DaleyS. G.WillettJ. B.FischerK. W. (2014). Emotional responses during reading: Physiological responses predict real-time reading comprehension. Journal of Educational Psychology, 106(1), 132–143. https://doi.org/10.1037/a0033408
12.
DentonC. A.YorkM. J.FrancisD. J.HaringC.AhmedY.BidulescuA. (2017). An investigation of an intervention approach to promote inference generation by adolescent poor comprehenders. Learning Disabilities Research & Practice, 32(2), 85–98. https://doi.org/10.1111/ldrp.12134
13.
DignathC.BuettnerG.LangfeldtH.-P. (2008). How can primary school students learn SRL strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101–129.
14.
DweckC. S.ChiuC. Y.HongY. Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6(4), 267–285. https://doi.org/10.1207/s15327965pli0604_1
15.
EdmondsM.BriggsK. L. (2003). The instructional content emphasis instrument: Observations of reading instruction. In VaughnS.BriggsK. L. (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 31–52). Brookes.
16.
EdossaA. K.SchroedersU.WeinertS.ArteltC. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192–202. https://doi.org/10.1177/0165025416687412
17.
ElkoninD. B. (1973). USSR. In DowningJ.A. (Ed.), Comparative reading: Cross-national studies of behavior and processes in reading and writing (2nd ed., pp. 551–579). Macmillan.
18.
EllemanA. M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology, 109(6), 761–781. https://doi.org/10.1037/edu0000180
19.
FletcherJ. M.LyonG. R.FuchsL. S.BarnesM. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). Guilford Press.
20.
GajriaM.JitendraA. K.SoodS.SacksG. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40, 210–225. https://doi.org/10.1177/00222194070400030301
21.
GoffredaC. T.DiPernaJ. C. (2010). An empirical review of psychometric evidence for the dynamic indicators of basic early literacy skills. School Psychology Review, 39, 463–483.
22.
GoodR. H.KaminskiR. A.DeweyE. N.WallinJ.Powell-SmithK. A.LatimerR. J. (2013). DIBELS Next technical manual. Eugene, OR: Dynamic Measurement Group.
23.
GravesA. W.LevinJ. R. (1989). Comparison of monitoring and mnemonic text-processing strategies in learning disabled students. Learning Disability Quarterly, 12(3), 232–236. https://doi.org/10.2307/1510693
24.
GumoraG.ArsenioW. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40(5), 395–413. https://doi.org/10.1016/S0022-4405(02)00108-5
25.
JitendraA. K.HoppesM. K.XinY. P. (2000). Enhancing main idea comprehension for students with learning problems: The role of a summarization strategy and self-monitoring instruction. Journal of Special Education, 34(3), 127–139. https://doi.org/10.1177/002246690003400302
26.
KamannM. P.WongB. Y. (1993). Inducing adaptive coping self-statements in children with learning disabilities through self-instruction training. Journal of Learning Disabilities, 26(9), 630–638. https://doi.org/10.1177/002221949302600913
27.
KumschickI. R.BeckL.EidM.WitteG.Klann-DeliusG.HeuserI.MenninghausW. (2014). READING and FEELING: The effects of a literature-based intervention designed to increase emotional competence in second and third graders. Frontiers in Psychology, 5, Article 1448. https://doi.org/10.3389/fpsyg.2014.01448
28.
MaloneL.MastropieriM. (1991). Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities. Exceptional Children, 58, 270–279. https://doi.org/10.1177/001440299105800309
29.
McGrewK. S.LaForteE. M.SchrankF. A. (2014). Technical manual: Woodcock-Johnson IV. Riverside.
30.
MirandaA.VillaescusaM. I.Vidal-AbarcaE. (1997). Is attribution retraining necessary? Use of self-regulation procedures for enhancing the reading comprehension strategies of children with learning disabilities. Journal of Learning Disabilities, 30(5), 503–512. https://doi.org/10.1177/002221949703000506
31.
MuellerC. M.DweckC. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. https://doi.org/10.1037/0022-3514.75.1.33
32.
PetscherY.OtaibaS. A.WanzekJ.RivasB.JonesF. (2017). The relation between global and specific mindset with reading outcomes for elementary school students. Scientific Studies of Reading, 21(5), 376–391. https://doi.org/10.1080/10888438.2017.1313846
33.
PintrichP. (2000). The role of goal orientation in self-regulated learning. In VohsK. D.BaumeisterR. F. (Eds.), Handbook of self-regulation (pp. 451–502). Guilford Press. https://doi.org/10.1016/B978-012109890-2/50043-3
34.
ReedD. K.LynnD. (2016). The effects of an inference-making strategy with and without goal setting. Learning Disability Quarterly, 39(3), 133–145. https://doi.org/10.1177/0731948715615557
35.
SchrankF. A.MatherN.McGrewK. S. (2014). Woodcock-Johnson IV Tests of Achievement. Riverside.
36.
SchünemannN.SpörerN.BrunsteinJ. C. (2013). Integrating self-regulation in whole-class reciprocal teaching: A moderator–mediator analysis of incremental effects on fifth graders’ reading comprehension. Contemporary Educational Psychology, 38(4), 289–305. https://doi.org/10.1016/j.cedpsych.2013.06.002
37.
SchunkD. H.RiceJ. M. (1989). Learning goals and children’s reading comprehension. Journal of Reading Behavior, 21, 279–293. https://doi.org/10.1080/10862968909547677
38.
SchunkD. H.RiceJ. M. (1991). Learning goals and progress feedback during reading comprehension instruction. Journal of Reading Behavior, 23, 351–364. https://doi.org/10.1080/10862969109547746
39.
SolariE. J.DentonC. A.PetscherY.HaringC. (2018). A pilot study of “Reading RULES,” A first grade Tier 2 intervention targeting both comprehension and decoding. Journal of Research on Educational Effectiveness, 11(2), 163–191. https://doi.org/10.1080/19345747.2017.1375582
40.
SouvignierE.MokhlesgeramiJ. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and Instruction, 16, 57–71. https://doi.org/10.1016/j.learninstruc.2005.12.006
41.
Spear-SwerlingL. (2019). Structured literacy and typical literacy practices: Understanding differences to create instruction opportunities. Teaching Exceptional Children, 51(3), 201–211. https://doi.org/10.1177/0040059917750160
42.
SpörerN.SchünemannN. (2014). Improvements of self-regulation procedures for fifth graders’ reading competence: Analyzing effects on reading comprehension, reading strategy performance, and motivation for reading. Learning and Instruction, 33, 147–157. https://doi.org/10.1016/j.learninstruc.2014.05.002
43.
TorgesenJ. K.WagnerR. K.RashotteC. A. (2012). Test of word reading efficiency (2nd ed.). Pro-Ed.
44.
TrentacostaC. J.IzardC. E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77–88. https://doi.org/10.1037/1528-3542.7.1.77
45.
VaughnS.DentonC. A.FletcherJ. M. (2010). Why intensive interventions are necessary for students with severe reading difficulties. Psychology in the Schools, 47(5), 432–444. https://doi.org/10.1002/pits.20481
46.
VaughnS.WanzekJ. (2014). Intensive interventions in reading for students with reading disabilities: Meaningful impacts. Learning Disabilities Research & Practice, 29, 46–53. https://doi.org/10.1111/ldrp.12031
47.
WanzekJ.StevensE. A.WilliamsK. J.ScammaccaN.VaughnS.SargentK. (2018). Current evidence on the effects of intensive early reading interventions. Journal of Learning Disabilities, 51, 612–624. https://doi.org/10.1177/0022219418775110
48.
WanzekJ.VaughnS.ScammaccaN. K.MetzK.MurrayC. S.RobertsG.DanielsonL. (2013). Extensive reading interventions for students with reading difficulties after grade 3. Review of Educational Research, 83(2), 163–195. https://doi.org/10.3102/0034654313477212
49.
WanzekJ.WexlerJ.VaughnS.CiulloS. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing: An Interdisciplinary Journal, 23, 889–912. https://doi.org/10.1007/s11145-009-9179-5
50.
YeagerD. S.DweckC. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805
