Download or read book AN ANALYSIS OF THE IMPACT OF MCLASS READING 3D ON STUDENTS READING ACHIEVEMENT IN SECOND GRADE written by Sheri Herndon and published by . This book was released on 2015 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this program evaluation was to research North Carolina0́9s adoption of mClass: Reading 3D to determine program effectiveness, how teachers use student data from the program to improve instructional practices, and the extent, if any, mClass: Reading 3D has impacted students0́9 reading achievement in second grade. Additionally, the researcher analyzed data to report if and how continuous and ongoing professional development associated with mClass: Reading 3D provided teachers with the necessary skills to effectively impact students0́9 reading achievement. Data from this study will be used to inform the implementation process of mClass: Reading 3D that may have a positive impact on students0́9 reading achievement. A descriptive study using both qualitative and quantitative data was used to address the research questions. Data were collected from teacher surveys, educational administrators, transformational/instructional coaches, and student test scores to determine the impact of mClass: Reading 3D on student reading achievement in second grade. The findings for this study indicated that mClass: Reading 3D had a somewhat positive impact on students0́9 reading achievement in grades K-3. The K-3 teachers are using mClass: Reading 3D data to drive instruction. Although the findings of this study were somewhat positive, the data are not being utilized to the fullest potential to improve student reading achievement. The findings suggested there is a need for specific and ongoing professional development to improve the overall effectiveness and implementation of the program.
Download or read book MCLASS READING 3D AN ASSESSMENT OF THE IMPACT OF CONTINUOUS AND ONGOING PROFESSIONAL STAFF DEVELOPMENT written by Darlene Brewington Cummings and published by . This book was released on 2015 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this program evaluation was to explore the relationship that exists between the history of reading instruction, the impact of mClass: Reading 3D on student achievement in second grade, and the impact of quality professional development through a program evaluation. Data from this study will be used to inform the implementation process of mClass: Reading 3D that may have a positive impact on students0́9 reading achievement. A descriptive study using both qualitative and quantitative data collection was used to address the research question. Data were collected from teacher surveys, educational administrators, transformational/ instructional coaches, and student test scores to determine the impact of mClass: Reading 3D on student reading achievement in second grade. The findings for this study indicated that mClass: Reading 3D has had a somewhat positive impact in the areas of professional development, reading achievement, and utilization of data to drive instruction. Although the findings of this study were somewhat positive, the data are not being utilized to their full potential. The findings suggest that there is a need for specific and ongoing professional development to improve the overall effectiveness and implementation of the program. The staff development should not be limited to teachers and principals, but should include teacher assistants, parents and community members. Recommendations are included to improve the implementation process of mClass: Reading 3D as it pertains to staff development.
Download or read book READING 3D UTILIZATION OF STUDENT DATA TO DETERMINE INSTRUCTIONAL PRACTICES written by Jill Hathaway and published by . This book was released on 2015 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is a program evaluation of a state-mandated early reading assessment program, titled mClass: Reading 3D, implemented in K0́33 classrooms in a rural public school system in North Carolina. The purpose of this study was to research the following question: To what extent, if any, do teachers use student data to determine instructional practices that may impact student achievement? Data were collected from teacher surveys, principal and instructional coach interviews, and student test scores to determine the impact of mClass: Reading 3D on student reading achievement in second grade. The findings of this study revealed that mClass: Reading 3D had 0́−no positive0́+ impact on student test scores after two years of implementation. However, mClass: Reading 3D has impacted instructional practices in the following areas: 0́Ø Better utilization of data to improve student achievement 0́Ø Improvements in differentiation, small group instruction, accountability, rigor, and utilization of teacher assistants The conclusions suggested there is a need for more specific and ongoing professional development to improve program implementation and fidelity. Other conclusions focused on the enhancement of mClass: Reading 3D data through teacher support and facilitation of literacy. The need for a reading specialist at every school and the removal of mClass: Reading 3D from third-grade classrooms are some of the recommendations provided for program improvement.
Download or read book A Study of the Effect of Half day Sessions on Reading Achievement of Second and Third Graders written by S. Howard Cross and published by . This book was released on 1957 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Stability and Correlates of Teacher Effects in Grade Two Reading Achievement written by David Joel Heistad and published by . This book was released on 1999 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of a Computer based Reading Intervention Program Academy of Reading on Reading Achievement of Second and Third Graders written by Tammy Bruce Wilkinson and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study's purpose was to examine the impact of a computer-assisted reading program, "Academy of Reading," on reading achievement of 2nd and 3rd grade readers. The researcher studied the impact a computer-aided reading program had on the reading achievement of students in a central Mississippi suburban school district. A quasi-experimental research design was used to conduct the research. There were a total of 8 intact classes out of 30 classes from 1 elementary school used in the study. Of these 8, 4 were 2nd-grade classes of 15 intact classes and 4 were 3rd-grade classes of 15 intact classes. The 2nd grade reading classes that were selected were identified as below average according to the Scientific Research Association (SRA) Reading Placement Test. The 3rd grade classes selected were performing at grade level. The 3rd grade did not have many intact classes below the established grade 3 level as in 2nd grade. The selected classes were randomly put in the control and quasi-experimental groups. Both groups were given the STAR reading assessment as a pretest. The quasi-experimental group contained 65 students who received the treatment for a 9-week period. Each class went to the computer lab 3 times a week for 30-minute sessions. The control group contained 68 students who continued with independent reading activities in the classroom. At the end of the quasi-experimental treatment both groups were administered the STAR reading assessment as the post-test. The control group had a pretest mean score of 3.14 and the quasi-experimental group had 2.64. An analysis of covariance was used to adjust for the pretest differences. The post-test scores indicated a slight increase in the mean scores in reading performance of both groups. The mean score for the control group was 3.30 and the quasi-experimental group was 2.87. The control group students improved the mean score by 0.16 and the quasi-experimental group improved by 0.23 points. There was no significant difference; therefore the null hypothesis was accepted. The quasi-experimental group had increased in reading performance as suggested by many articles and research publications, such as Fiedorowicz and Trites (1987), Colorado Commission of the States (1999), and Schacter (2000) supporting Academy of Reading. When the data were analyzed based on gender, ethnicity, and grade level, the quasi-experimental group had the largest increase in the mean scores. However, the findings showed that there was no statistical difference among the groups based on these demographic variables.
Download or read book Effects of Looping on Reading Achievement of Second Grade Students written by Connie Y. Conn and published by . This book was released on 2001 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Reading Comprehension to Students with Learning Difficulties written by Sharon Vaughn and published by Guilford Publications. This book was released on 2024-06-25 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in a revised and expanded third edition, this important resource helps teachers understand how good readers comprehend text and how best to support students who are struggling. It presents effective instructional methods for learners at all grade levels, including those with reading disabilities. Every chapter translates state-of-the-art research into practical classroom applications. All facets of comprehension are addressed, including assessment, vocabulary, background knowledge, and text structure. Chapters also cover English learners, intensive intervention, and content literacy. Utility as a teacher guide and course text is enhanced by sample lesson plans, graphic organizers, and chapter-opening study questions. New to This Edition *Chapter on text selection and text structure. *Chapter on teachers' frequently asked questions, providing specific, actionable advice. *More than twice as many sample lesson plans. *Revised throughout with the latest research and teaching techniques.
Download or read book The Effects of Aligning Supplemental and Core Reading Instruction on Second Grade Students Reading Achievement written by Carla V Wonder-McDowell and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the effects of aligning supplemental reading instruction with core classroom reading instruction on struggling second-grade students0́9 proficiency in phonics, fluency, vocabulary, and comprehension. Alignment was defined as core classroom and supplemental instruction that are congruent in philosophy, goals, instructional materials, instructional methods, student activities, and reading strategies that follow the same scope and sequence. This study employed a two-group, pre-post true experimental design. Second-grade students (N = 153) scoring in the lowest quartile on the fall Dynamic Indicators of Early Literacy Skills (DIBELS) Oral Reading Fluency assessment were randomly assigned to either an aligned or nonaligned supplemental reading instructional condition received instruction over a 20-week period. Reading specialists in 11 schools provided the supplemental instruction. iv The DIBELS Oral Reading Fluency (ORF) and the Woodcock Reading Mastery-Revised (WRMT-R III) assessments were used to assess student reading growth in phonemic awareness, phonics, fluency, and vocabulary. Each student received one score from the DIBELS ORF and six scores from the WRMT-R III. Seven separate nested analyses of covariance (ANCOVA) were conducted to examine differences in group means at posttest while accounting for nesting of reading specialists within schools. Pretest measures for each of the dependent variables were used as covariates to adjust posttest scores at the end of the study. After controlling for pretest score differences and accounting for the variance associated with reading specialists nested within schools, statistically significant differences were found favoring the aligned supplemental condition for posttest scores on all measures. Effect sizes ranged from small to moderate, with largest effect sizes being found for vocabulary and comprehension. The results of the study suggest that at-risk second-grade students benefitted from supplemental instruction that is aligned to the classroom core reading program.
Download or read book THE IMPACT OF A COMPUTER BASED READING INTERVENTION PROGRAM ACADEMY OF READING ON READING ACHIEVEMENT OF SECOND AND THIRD GRADERS written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This studys purpose was to examine the impact of a computer-assisted reading program, Academy of Reading, on reading achievement of 2nd and 3rd grade readers. The researcher studied the impact a computer-aided reading program had on the reading achievement of students in a central Mississippi suburban school district. A quasi-experimental research design was used to conduct the research. There were a total of 8 intact classes out of 30 classes from 1 elementary school used in the study. Of these 8, 4 were 2nd-grade classes of 15 intact classes and 4 were 3rd-grade classes of 15 intact classes. The 2nd grade reading classes that were selected were identified as below average according to the Scientific Research Association (SRA) Reading Placement Test. The 3rd grade classes selected were performing at grade level. The 3rd grade did not have many intact classes below the established grade 3 level as in 2nd grade. The selected classes were randomly put in the control and quasi-experimental groups. Both groups were given the STAR reading assessment as a pretest. The quasi-experimental group contained 65 students who received the treatment for a 9-week period. Each class went to the computer lab 3 times a week for 30-minute sessions. The control group contained 68 students who continued with independent reading activities in the classroom. At the end of the quasi-experimental treatment both groups were administered the STAR reading assessment as the post-test. The control group had a pretest mean score of 3.14 and the quasi-experimental group had 2.64. An analysis of covariance was used to adjust for the pretest differences. The post-test scores indicated a slight increase in the mean scores in reading performance of both groups. The mean score for the control group was 3.30 and the quasi-experimental group was 2.87. The control group students improved the mean score by 0.16 and the quasi-experimental group improved by 0.23 points. There was no significant difference; th.
Download or read book The Effects of Reading Aloud Daily on the Reading Achievement of Second Grade Students written by Shirley Moody and published by . This book was released on 2000 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Investigates the relationship between daily read-aloud and the reading achievement of second grade students.
Download or read book The Impact of an Intensive Literacy Program on the Sustained Reading Achievement of Second Grade Students written by Rita Cestaro Meehan and published by . This book was released on 2004 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Early Intervention on the Reading Achievement of Second Grade Students written by Jannie Harper Clinkscales Hill and published by . This book was released on 2002 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Supplemental Reading Program and the Reading Achievement of Second Grade Students written by M Norungolo and published by . This book was released on 2011 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research examined the effects of implementing a supplemental reading model in second grade in a small rural school. A quasi-experimental design was employed to compare the reading achievement of students who participated in the model and those who did not as measured by growth using the Measures of Academic Progress (MAP) assessment tool. Both groups were from the same rural school district. One group participated in the Language Enrichment and Acceleration Program (LEAP) in addition to regular classroom instruction; the second group participated in independent reading time. Post-test scores for each group were compared using ANCOVA, with pre-test scores statistically controlled. Achievement differences depending on gender and the interaction between research group and gender were also examined. No significant differences were found between the groups. Limitations and implications are discussed and suggestions for further research are included.
Download or read book Differentiated Reading Instruction written by Sharon Walpole and published by Guilford Press. This book was released on 2007-01-24 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a research-based framework for making differentiated instruction work in the primary grades. It includes scientifically validated techniques for teaching each component of the beginning reading program. The authors describe how to use assessment to form differentiated small groups and monitor student progress; plan which skills to target and when; and implement carefully selected instructional strategies. Vivid classroom examples illustrate what differentiated instruction looks like in action in each of the primary grades. For additional helpful resources, including classroom-ready lesson plans, teachers can purchase the complementary volume, How to Plan Differentiated Reading Instruction: Resources for Grades K-3.
Download or read book The Effect of Whole Language Instruction on Reading Achievement of Second Grade Students written by Noble Colvin Fillet and published by . This book was released on 1991 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of the Second Grade Summer School Program on the Reading Achievement of At risk Second Grade Students written by Brenda Dee Waters and published by . This book was released on 2004 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:
