Intensive Instruction on Special Morae for First-Grade Struggling Readers : The Multilayer Instruction Model (MIM) in General Education Classes

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  • 特殊音節の読みに顕著なつまずきのある1年生への集中的指導 : 通常の学級での多層指導モデル(MIM)を通じて
  • トクシュ オンセツ ノ ヨミ ニ ケンチョ ナ ツマズキ ノ アル 1ネンセイ エ ノ シュウチュウテキ シドウ ツウジョウ ノ ガッキュウ デ ノ タソウ シドウ モデル MIM オ ツウジテ

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Abstract

The Multilayer Instruction Model (MIM; Kaizu, Tanuma, Hiraki, Ito, & Vaughn, 2008) of reading and writing special morae consists of 3 stages of instruction: (1) all students receive an effective core instruction in general education classrooms, (2) additional instruction is given to students for whom the first-stage instruction was insufficient, and (3) intensive instruction that includes flexible grouping is given to those students who are struggling. The present study investigates effects of the third-stage instruction. Participants were 9 elementary school first-graders (mean age 7.2 years, SD=0.24) who had severe reading difficulties. Instruction based on the Multilayer Instruction Model package on special morae was provided for 20-40 minutes per week from the end of January to the middle of March to groups of 5 or fewer students. This package focuses on (a) helping children understand syllable/mora structure by visualizing special morae and by having the children perform some action that presents the rhythm of the corresponding morae, (b) gaining speed in reading words that are familiar to the children by having them read words as one visual cluster, and (c) expanding and applying real sentences. Results from Multilayer Instruction Model-Progress Monitoring (MIM-PM; Kaizu, Hiraki, Tanuma, Ito, & Vaughn, 2008) which targets reading special morae, administered before and after the third-stage instruction, indicated that the third-stage instruction resulted in significant improvement in the students' scores on the Multilayer Instruction Model-Progress Monitoring; their comments about reading also became more positive.

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