Stenson Article Analysis

Citation (APA) Summary

(2-3 sentences that explain the article) Key words/ideas

Specific points for the paper Connections between articles (for synthesis)

Anderson, K.A., & Camelia, I.S. (2009). The effects of school-based curricula on reading achievement of African American males in special education. The Journal of Negro Education, 78(3), 1-15. This article is about four studies that examining instructional methods and positives and negatives. Then it goes on in explaining some methods and has a table that compares and contrast after two years to four years of their practices of comprehension. The result of the study showed that African American Males in special education shows improvements with their reading achievements. Key Words: Oral reading fluency, African American Males, National Reading Association

Specific Point: “Research has shown that students in special education are likely to experience reading difficulties (Aaron, Joshi, Gooden, & Bentum, 2008; Hay, Elias, Fielding-Barnsley, Homel, & Freiberg,2007). “ (337) Stenson Article has many contentions to the Anderson article. Both of them discussed the role of African American males in special education. With Anderson article, we are mainly discussing the achievement levels of African American males. While in Stenson article the study

they did on Austin Road middle school was a school that had majority African American students.

Antoniou, F., & Souvignier, E. (2007). Strategy instruction in reading comprehension: an intervention study for students with learning disabilities. Learning Disabilities: A Contemporary Journal, 5(1), 41-57. This articles explains the issues that students with disabilities have when reading. In addition to that it also outline models and strategies, such as active, recall, text-comprehension, and many more that help students with disabilities to better their reading comprehension. They reference Boekaerts three-layer models and a methods of participants, description of intervention program, and measures. Then it finished the article are with a discussion of the result. Key Words: Reading Comprehension, Strategy Instructions, Learning Disabilities, Explicit Teaching

Specific Points: “Although word decoding and fluency are major components of reading,
reading comprehension is the element that is most tightly linked to the LD students’
Academic and professional success (Baumert et al., 2001).” (41) With the Antoniou’s article and the Berkley Article, they both make contentions with strategies on reading comprehension with students of learning disabilities. Antoniou’s article focused more on the strategies and growth on the students. While Berkley article had more of assessment of reading test and use those assessment as strategies to help the student.

Berkeley, S., Mastroieria, M.A., & Scruggs T.E. (2011). Reading comprehension strategy instruction and attribution retraining for secondary students with learning and other mild disabilities. Journal of Learning Disabilities, 44(1), 1-15. This article explains great strategy about reading comprehension strategies and attribution retraining concepts and strategies. In addition, this articles also compares and contrast reading comprehension strategy, attribution retraining, read naturally. There is also a tablet with gender, age, and many other different variables. Key words: Reading Comprehension, strategy instruction, attribution, learning disabilities

Specific Points: “After experiencing years of failure in school, inappropriate attributions of students with LD are often engrained. Previous research has indicated that students with LD are generally less likely to attribute outcomes to effort than their nondisabled peers (e.g., Tabassam & Grainger, 2002).” (30) Berkeley article and Stenson article both reference and use data of test. Stenson uses the STAR and CRCT, while Berkeley uses reading naturally and attribution retraining. From personal experience of being assessed through STAR and read naturally, I would say that read naturally is more consistent strategy that could be used as an assessment. While STAR is a state standardized that that assessed student.

Orelus, P.W., & Hills, M.D.

(2010). Rethinking literacy development of bilingual students with special needs: challenges, struggles and growth. International Journal of Special Education, 25(2), 136-147. Because special education bilingual students have encountered so many challenges it does not take about from them wanting to achieve in school. This article analyzing the reading and writing skills of Bilingual Student educations and how teachers can become more attentive to them in terms of where these students might need help with their literacy skills. The article going through a whole study of a student named Angel and him being a BSE students and their

findings.

Key Words: Special Education bilingual (SEB), Cultural, data, researcher

Specific Point: “Special education bilingual (SEB) students have faced many linguistic, cultural, and academic challenges in the U.S. school system (Yates & Ortiz, 2004; Ortiz & Garcia, 1995)”. (136) Orelus and Sanzo article both show and explain the importance of best practice. Orelus article goes through many challenges a special education bilingual student might have while Sanzo does that but without the bilingual part. Challenges they might face can range anywhere from language barriers if you are talking Orelus article, to cultural environments of the class room.

Sanzo, K., Clayton, J., & Sherman, W. (2011). Students with special needs, reading education, and principals: bridging the divide through instructional leadership. International Journal of Education Leadership Preparation, 6(1), 1-20. This article is about adolescent readers and special need students with practices to help them with reading. The article has multiple explains of practices, instructional change, and findings. In addition to that it also has multiple tables showing you the results of how reading is taught among special educator, assistant principals, and principles. Key words: Best Practices in Reading Leadership, planning for instructional Change, Design of the Study, Findings, Discussion and Implications for Instructional Leadership Practice.

Specific Points: “In an era where graduation from high school can be dependent upon the successful completion of statewide assessments, it is imperative that the needs of struggling adolescent readers are address through the identification of the best practices and sound programs that will enhance students’ literacy skills and that such programs be included in both districts and schools level strategic planning endeavors’’. (15) While Sanzo discusses what best practices to use for reading, Stenson article is seeing where they can improve on their reading and where their students are lacking support. Both article discuses that students need to improve the reading. In addition to that Stenson article adds the added data of the instruction methods between principle, assistant principle, and educators.
Stenson, B.A. (2006). Programs and methods to improve reading comprehension levels of reading resource special needs students at Austin Road Middle School. International Journal of Special Education, 21(2), 1-10. At Austin Road Middle School the majority of students are African-American. Students who are considered special needs usually have minimal academic efficacy levels. In addition to that, the article also has a bunch of tables that compares and contrast testing levels.

Key Words: Austin Road Middle School, African American, STAR,CRCT

Specific Points: “Many of these students [with special needs] have engaged in a persistent pattern of low achievement, resulting in academic failure”. (38) While Orelus article explains the challenges a special need bilingual student’s faces, I believe it also makes contentions to Stenson article. Because Stenson article explains that students who are considered special needs have lover academic levels. I believe that it also means they have challenges they have to encounter as well.