Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Whole Language Reading Intervention: A Case Study

  • Matthew Glavach, Ph.D. (Author) Warren Pribyl, M.A.
    Matthew Glavach, Ph.D., Teacher, Researcher, and Writer: Matthew Glavach graduated from Western Michigan University with a major in biology. He received a master’s degree in special education from California State College in Los Angeles, California, and a Ph.D. in Psychology. Matthew has taught regular education and special education. He also has taught for Dominican University. He currently works with The Old Schoolhouse Magazine providing on-line reading lessons for children with reading problems including dyslexia. His research and writing include numerous educational programs including Reading with Donny and Marie Osmond, an original music based reading program for younger readers, and research articles, including “Breaking the Failure Pattern” in the Journal of Learning Disabilities. More recent research articles includ e “The Brain, Prosody, and Reading Fluency” and “A Reading Strategy for Content Are a Teachers. In 2005, his reading program Core Reading was among programs chosen by the National Institute of Child Health and Human Development, NICHD, for a possible visit by First Lady Laura Bush. He is currently on the editorial board of The Journal of the America n Academy of Special Education Professionals (JAASEP) an online peer-reviewed journal committed to advancing the professional development of special education professionals.
  • Warren Pribyl (Author)
    Warren Pribyl, M.A. Teacher, Researcher, and Writer: Warren Pribyl graduated from Chico State College in 1965 with a Bachelor of Arts Degree. During the ensuing forty-three years (1967-2010) he taught 5th grade, 6th grade, and special education. His work in special education covered a period of thirty-six years (1974-2010) during which time he completed a Master of Arts in special education. Warren worked with Dr. Matthew Glavach at the county office of education on a special reading program, A Whole Language Reading Intervention, for struggling readers. The program was based on children’s literature. Warren was involved in the development, teaching, and training of the program. Based on the success of the program, he applied for a grant from a national company doing business in the community, and was successful in being awarded a monetary grant to expand the program for English reading students. Because of the documented success of the grant/program, Warren submitted another grant for the next school year, adapting the English reading strategies for use with the Hispanic students experiencing difficulty learning to read in Spanish before transitioning to English. The monetary grant was awarded, with year-end test results showing solid reading gains.
DOI
https://doi.org/10.64546/jaasep.364
Abstract
The study presents a reading intervention for children having a variety of reading deficits. For this study it was found that most of the children had not responded positively to phonics instruction. Based on brain imaging studies, it has been shown that there are positive changes in the left brains of readers with dyslexia who receive phonemic and phonics training early, thus there has been a strong emphasis on phonemic and phonics training in schools. It is believed that if children receive this instruction early, reading difficulties can be avoided, and children develop into both accurate and fluent readers. The authors see this as valuable, however, they question the continued use of phonics for children who do not respond. While research shows that reading pathways in the right hemisphere register for readers with dyslexia, the authors suggest this could be a strength for a whole language reading intervention. Also, research shows that children with dyslexia are less sensitive to the rhythm of natural speech and that can lead to poor phoneme production and reading failure.
Keywords
At Risk Students, Brain Hemisphere Functions, Case Studies, Childrens Literature, Cues, Diagnostic Tests
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How to Cite
Glavach, M., & Pribyl, W. (2018). A Whole Language Reading Intervention: A Case Study. Journal of the American Academy of Special Education Professionals, 13(2), 45-55. https://doi.org/10.64546/jaasep.364

Spring/Summer 2018

Article Information

  • Article Type Articles
  • Submitted April 11, 2018
  • Published June 15, 2018
  • Issue Spring/Summer 2018
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