Download or read book An Evaluative Study of Long Term Effects of Reading Recovery Intervention with First Grade Students and Their Reading Development Beyond the First Grade written by Coleen Thelma Banchio and published by . This book was released on 2001 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Advances in Research on Reading Recovery written by Jerome V. D'Agostino and published by Routledge. This book was released on 2018-12-07 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is no shortage of innovative educational programs – the challenge is learning how to scale and sustain those with strong evidence of effectiveness. This book focuses on Reading Recovery – one of the few educational innovations that has successfully expanded and established itself in several educational systems in the world. Developed by Marie Clay in New Zealand during the mid-1980s, Reading Recovery is an intensive intervention for young students who are struggling to learn how to read, and has expanded to several countries across the globe over the last 30 years. Providing evidence of the intervention’s effectiveness both in the short- and long-term, this volume presents in-depth studies to elucidate why the program is effective; discusses the trials and tribulations in scaling and sustaining the program; and approaches scaling and maintaining from theoretical and practical perspectives. The contributors to this book explain how Reading Recovery has established itself because it has maintained a strong focus on evidence; developed a deep sense of community among its practitioners; and was at the forefront in enhancing professional development of the teachers who delivered the intervention. Understanding the implementation experiences of the intervention is beneficial for any innovation developer who wishes to grow and sustain an intervention. The chapters in this book were originally published as articles in the Journal of Education for Students Placed At Risk.
Download or read book The Long Term Effectiveness of Reading Recovery and the Cost Efficiency of Reading Recovery Relative to the Learning Disabled Classification Rate written by Charles Galluzzo and published by . This book was released on 2010 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT There is a great deal of research supporting Reading Recovery as a successful reading intervention program that assists below level first graders readers in closing the gap in reading at the same level of their average peers. There is a lack of research that analyze the cost-effectiveness of the Reading Recovery program compared to the cost in providing Special Education services. This study examines the academic achievement of 156 students from eight cohort groups who participated in the Reading Recovery program and those students who were screening, but did not receive Reading Recovery services from the 1999 through 2007 school years.^Academic achievement was analyzed longitudinally to answer the following questions; did the student successfully discontinue the Reading Recovery program on grade level, did the student remain on grade level after first, second third and fourth grade, did the student reach the level 3 or level 4 benchmark of the New York State English Language Arts assessment and did the become classified as Learning Disabled? Cost-effectiveness data was analyzed in conjunction with achievement data to determine if participation in the Reading Recovery program lowers the classification rate of students, which would in turn have an effect of long-term costs of special Special Education services. Descriptive statistics were used to summarize and compare the outcomes of each student achievement measure between Reading Recovery student groups for each of the cohort groups through calculations of the mode, median, mean, and standard deviation.^Analysis of Variance (ANOVA) were used to determine whether statistically significant differences exist between reading recovery group and comparison group for each outcome and also whether the outcomes change over time between cohort groups. Effect sizes also will be calculated to determine the practical significance of the group differences. Chi-square analysis was run for the end of each year to determine if the differences in On Grade Level performance between the independent variable groups were by chance. The ingredients method was used to compare the costs associated to the Reading Recovery program and to the cost of students who are provided with Special Education services. This method entails identifying all the resources needed to produce the effect that is observed. Current market prices for each ingredient will be used to assign nominal pecuniary values from the 2008-2009 school years.^The market price is a measure of what must be sacrificed in terms of the value of other commodities to provide the ingredient for the intervention. The findings indicated that students who successfully complete the Reading Recovery program (Discontinued students) remain on grade level through fourth grade and score at the level 3 and 4 benchmark level for the NYS ELA assessment at a higher rate than students who unsuccessfully complete the program (Recommended students) and students who do not finish the program (Non-Completer students). As one might expect, students who were not in need of intervention (Random) outperformed all other student groups in academic areas. Discontinued students were classified below the District rate for students with disabilities, while Recommended and Non-Completer students were classified at a much higher rate. None of the Random students were classified as having a learning disability.^The lower classification rate of Discontinued students could indicate that the students who successfully discontinue the Reading Recovery program would cost a district less money to educate over time compared to Recommended and Non-Completer students. There would be no additional costs associated to educating Random students. The low response rate of consent to review records limits the generalization of the findings presented in this study. The implications for practice are suggestions based on the information available for analysis.
Download or read book Master s Theses Directories written by and published by . This book was released on 2002 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Education, arts and social sciences, natural and technical sciences in the United States and Canada".
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Redesigning Education written by Kenneth Geddes Wilson and published by . This book was released on 1996 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published: New York: H. Holt, 1994.
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preventing Reading Difficulties in Young Children written by National Research Council and published by National Academies Press. This book was released on 1998-07-22 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
Download or read book Equipped for Reading Success written by David Kilpatrick and published by . This book was released on 2016-07-01 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is designed to prevent and correct most word-level reading difficulties. It trains phonemic awareness and promotes sight vocabulary acquisition, and therefore reading fluency.
Download or read book Tracking First Round Reading Recovery Students to Determine Program Efficacy written by Kimberly J. Fisher and published by . This book was released on 2010 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Monthly Catalogue United States Public Documents written by and published by . This book was released on 1993 with total page 1194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Long Term Effects of an Early Literacy Intervention written by Susan Ingalsbe Billingsley and published by . This book was released on 1998 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this study was to examine the short and long term effects of the Early Literacy Intervention with a sample of low income children who attended first grade in a school district located in a small, midwestern city. Sixty-two children participated in the study, and half of these children received supplementary reading instruction through the Early Literacy Intervention. The remaining children were matched with the demonstration children using the following criteria: gender, scores on the Woodcock-Johnson Letter-Word Identification subscale from the spring of kindergarten, and age. At the end of the first grade, the children who received the intervention had significantly higher scores than the matched comparison group on the Woodcock-Johnson Passage Comprehension subscale, but not on the Letter-Word Identification subscale. However, by the third grade, the effects of the intervention were not significant. The results indicated that, although the Early Literacy Intervention did exhibit a short term impact on children's reading ability, the effects were not powerful enough to be sustained through the third grade.
Download or read book Evaluating the Effectiveness of First Grade Literacy Interventions written by and published by . This book was released on 2014 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to determine whether a significant difference exists between academically at-risk first-grade students receiving Reading Recovery (one-to-one) and Leveled Literacy Intervention (small group) interventions in a large school district on end-of-year reading achievement and end-of-second-grade reading achievement as measured by the Developmental Reading Assessment (DRA). Comparisons were controlled for spring of kindergarten reading levels, as well as gender, ethnicity, or free or reduced lunch rate."--leaf 10.
Download or read book Reading Recovery written by Marie M. Clay and published by . This book was released on 1994 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study Comparing the Literacy Growth of Two Groups of At risk First Graders written by Mary Kelly McCormick and published by . This book was released on 1998 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Beginning Reading and Writing written by Dorothy S. Strickland and published by Teachers College Press. This book was released on 2000-09-29 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this essay collection, scholars in the area of early literacy provide concrete strategies for achieving excellence in literacy instruction. The collection presents current, research-based information on the advances and refinements in the area of emerging literacy and the early stages of formal instruction in reading and writing. Following a foreword (Alan Farstrup) and an introduction (Dorothy S. Strickland and Lesley Mandel Morrow), chapters in the collection are: (1) "Beginning Reading and Writing: Perspectives on Instruction" (William H. Teale and Junko Yokota); (2) "Becoming a Reader: A Developmentally Appropriate Approach" (Susan B. Neuman and Sue Bredekamp); (3) "Literacy Instruction for Young Children of Diverse Backgrounds" (Kathryn H. Au); (4) "Enhancing Literacy Growth through Home-School Connections" (Diana H. Tracey); (5) "Children's Pretend Play and Literacy" (Anthony D. Pellegrini and Lee Galda); (6) "Talking Their Way into Print: English Language Learners in a Prekindergarten Classroom" (Celia Genishi, Donna Yung-Chan, and Susan Stires); (7) "Organizing and Managing a Language Arts Block" (Lesley Mandel Morrow); (8) "Classroom Intervention Strategies: Supporting the Literacy Development of Young Learners at Risk" (Dorothy S. Strickland); (9) "Teaching Young Children to Be Writers" (Karen Bromley); (10) "Phonics Instruction" (Margaret Moustafa); (11) "Reading Aloud from Culturally Diverse Literature" (Lee Galda and Bernice E. Cullinan); (12) "Fostering Reading Comprehension" (Linda B. Gambrell and Ann Dromsky); (13) "Assessing Reading and Writing in the Early Years" (Bill Harp and Jo Ann Brewer); (14) "Sign of the Times: Technology and Early Literacy Learning" (Shelley B. Wepner and Lucinda C. Ray); and (15) "Still Standing: Timeless Strategies for Teaching the Language Arts" (Diane Lapp, James Flood, and Nancy Roser). (NKA)
