Download or read book An Investigation of the Impact of Georgia s Early Intervention Program on At risk Student Reading Achievement written by Kia Brunson and published by . This book was released on 2016 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Effect of Early Intervention Programs on the Reading Achievement of At risk Primary Students written by Jane Ellen Loggins and published by . This book was released on 1998 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: The problem investigated in this study is the reading achievement of "at-risk" primary students after participation in a remedial reading program that emphasized phonemic awareness, leterature based instruction and peer tutoring at Fort Campbell, Kentucky.
Download or read book An Investigation of the Effectiveness of an Early Intervention Program on Reading Achievement of At risk First Through Third Graders written by Jeanette C. Yara and published by . This book was released on 2005 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of an Early Intervention Program on the Reading Achievement of At risk First Graders written by Christy Lavonne Moorman and published by . This book was released on 2002 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Multiple Perspectives on Georgia s Early Intervention Program written by Christy Thorne Jaffe and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Findings suggested students were placed in self-contained classrooms based on informal data, either from teachers or past educational performance, rather than formal criteria from the state department of education. Results highlighted the impact of classroom context, student-teacher relationships, and the impact of state policy at the local level. Participant satisfaction with the program was influenced by the student-teacher relationship. Two groups of students, thrivers and survivors emerged. The former were students who developed strong teacher relationships, which seemed to benefit academic performances as well as peer status. Parents and teachers of these students felt the small group EIP was beneficial. In contrast, the second group, the survivors, had less positive relationships with teachers. These students demonstrated less engagement in the classroom dialogue and expressed little understanding of their learning strengths or weaknesses. Parents of survivors described placement in the EIP self-contained as having a negative impact on their child's achievement and self-esteem.
Download or read book Effects of SRA Early Intervention in Reading Use for Kindergarten Students At risk for Reading Failure written by Daphne Dunaway Whetsel and published by . This book was released on 2013 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Efficacy of Early Reading Intervention Programs for At risk Students written by Katherine S. Staab and published by . This book was released on 2007 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Special education referrals are on the rise, along with the cost of special education services. School districts across the United States are suffering from financial shortfall with No Child Left Behind legislation and the possible ramifications if schools do not achieve certain standards. Administrators are searching for an answer. One of the possible solutions is an early intervention program. But do these programs work and, if they do, are they worth the cost of implementation? Four of the better-known early intervention programs are Success for All, Reading Recovery, Literacy Collaborative, and Full-day Kindergarten. Extensive research has been done on these interventions, and findings are showing that these programs are successful. Some educators, however, questions the validity of the research because the creators of the programs have conducted most of it. There is also a question as to the long-term effect of these programs. Are these programs a "quick fix" or can they actually help students who might have ended up in special education avoid Special Ed completely? No program works for every child, but close observations of these programs will help to determine which elements are most beneficial."--leaf 4.
Download or read book The Influence of the Search and Teach Early Intervention Program on Reading Achievement written by Joran K. Clements and published by . This book was released on 2009 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early educational interventions for kindergarten students who show potential for future learning difficulties demonstrate positive effects on students' reading achievement in successive grades. The Search and Teach Program features both an assessment component (Search) and an intervention component (Teach) designed to provide preventive early intervention for young students. This research project will investigate the reading scores among students who receive intervention through the Search and Teach Program. Stanford Achievement Test Total Reading subtest scores determined the degree of influence the Search and Teach Program had on reading achievement as measured by standardized reading scores of students who participated in the program.
Download or read book Handbook of Reading Research Volume III written by Michael L. Kamil and published by Routledge. This book was released on 2016-11-18 with total page 1438 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
Download or read book Success for All written by Robert E. Slavin and published by Routledge. This book was released on 2001 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Success for All is a comprehensive reform model for elementary school that combines state-of-the-art curriculum, research-based instructional methods, assessments, and professional development with one-to-one tutoring, extensive family support services, and other strategies to ensure that every child is successful in the early grades and then builds on that success throughout the elementary years. Started in 1987, it is the most widely used of all reform designs. It is currently in about 1800 schools serving more than a million U.S. children, mostly in high-poverty schools. It is also the most extensively researched comprehensive reform program, with two dozen evaluations carried out in eight research institutions. Success for All: Research and Reform in Elementary Education is the first edited volume presenting research on Success for All in the U.S. and in five other countries for which the program has been adapted. This book presents a description of Success for All, an overall summary of all achievement studies, reviews of research, original presentations of new research, and discussions of the impacts and the implications of this research and dissemination for educational policy and practice in many arenas.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Monthly Catalog of United States Government Publications written by United States. Superintendent of Documents and published by . This book was released on 1993 with total page 1072 pages. Available in PDF, EPUB and Kindle. Book excerpt: February issue includes Appendix entitled Directory of United States Government periodicals and subscription publications; September issue includes List of depository libraries; June and December issues include semiannual index
Download or read book Monthly Catalogue United States Public Documents written by and published by . This book was released on 1993 with total page 1786 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Long term Effectiveness and Systemic Impact of Reading Recovery written by Patricia M. Luchi and published by . This book was released on 1997 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Follow up Study of the Effects of a Supplemental Early Reading Intervention on the Reading Skills of Urban At risk Primary Learners written by Angella Harjani Singh and published by . This book was released on 2008 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study represents the third year of a three-year investigation of the effects of kindergarten literacy intervention on the reading risk of urban learners. The 41 available second-grade participants included African Americans (44%), European Americans (14%), and English language learners (ELLs) (22%). All of the participants were from low socioeconomic backgrounds and qualified for free or reduced lunch. The three groups consisted of 13 students who had received one year of supplementary early literacy intervention, 14 students who had received two years of supplementary early literacy intervention, and 14 comparison students who did not receive supplementary intervention. During Year 3 none of the three groups received supplemental instruction. This year was devoted to follow-up assessments of the students' reading performance one to two years following intervention. All participants were progressively monitored on oral reading fluency and comprehension as measured by the DIBELS. Additionally, the three groups were compared pre- and posttest on the Woodcock Johnson-III and the CTOPP. Thus, the purpose of this year of follow-up was to determine the relative second-grade reading status of students relative to the amount of treatment they received. A secondary interest was to assess the relative performance of some especially high-risk subgroups such as ELLs and African American males. Data were analyzed with regression models, contrasts, growth curves, and repeated measures mixed-effects modeling. Results showed that the strong responders (One-Year ERI Treatment students) maintained gains made from the intervention and performed higher than their initially higher performing comparison peers (Comparison group) on all measures assessed. The treatment resistors (Two-Year ERI Treatment students) continued to make progress through second grade, but the gains were not large enough to close the reading gap. Many of the Comparison students, who were initially at low or no risk in kindergarten, were found to have lost ground, and were at risk for reading failure. Some of the ELLs showed similar reading performance to their Non-ELL peers and continued to maintain the reading gains made through the end of second grade. The African American males were found to be reading at approximately one grade level lower than their same age peers and the achievement gap continued to widen with time. The findings highlight the importance of early literacy intervention, progressive monitoring, and continued supplementary instruction to prevent and minimize reading risk.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
