Download or read book Effects of a Scripted and Intense Reading Intervention Program on the Reading Comprehension of Fifth Grade Students with Learning Disabilities written by Tracy Slater and published by . This book was released on 2018 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Close Reading on Reading Comprehension Scores of Fifth Grade Students with Specific Learning Disabilities written by Erica Blouin and published by . This book was released on 2014 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the SOAR to Success Reading Intervention Program on the Reading Comprehension and Fluency Skills of Below Level Fifth grade Students written by Alisha Welk and published by . This book was released on 2017 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Reading Aloud to Fifth and Sixth Grade Students with Learning Disabilities on Their Oral Reading Miscues and Reading Comprehension written by Teresa G. Endries and published by . This book was released on 2002 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Response to Intervention written by Douglas Fuchs and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading experts in literacy and special education describe a three-tier approach that begins with effective instruction for all children, moves to preventive tutoring through a variety of approaches, and concludes with a reformed conceptualization of special education.
Download or read book The Effects of the Language Reading Intervention Program on Reading Performance for Fifth Grade Students in a Title One Elementary School written by Patricia Fortson and published by . This book was released on 2009 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of a Reading Intervention on Reading and Behavioral Outcomes for Fourth and Fifth Grade Students with Reading Difficulties written by Garrett James Roberts and published by . This book was released on 2016 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Evidence supports a positive relationship between problem behaviors and reading difficulties across Grades K-12 yet there is a lack of research investigating the role of problem behavior in the context of reading interventions. In this study, data was analyzed from a site-specific subset of students from a multi-site randomized controlled trial (RCT) implementing a multi-component reading intervention for struggling readers in Grades 4 – 5. Data were analyzed to answer the following research questions: (1) What is the impact of multi-component reading intervention for 4th and 5th grade students who are struggling readers on both reading and problem behavior outcomes? and (2) Does problem behavior moderate the effect of a multi-component reading intervention for 4th and 5th grade students who are struggling readers? Students (n = 108) were randomly assigned to a one-year multi-component comprehension reading intervention or a school determined business as usual (BAU) comparison condition after meeting the criterion for identification as a struggling reader by scoring at or below a 90 standard score on the Test of Silent Reading Efficiency and Comprehension (Wagner, Torgesen, Rashotte, & Pearson, 2010) screener assessment. To answer the research questions, data (reading and behavior outcomes) were analyzed using an analysis of covariance to: 1) test the impact of the reading intervention on both reading and behavior outcomes; and 2) test for a significant interaction between measures of problem behavior and condition (i.e., treatment or comparison) on reading outcomes (e.g., Gates MacGinitie Reading Test; MacGainitie, 2000). Models controlled for student-level differences (e.g., reading pretest scores). Type I error associated with multiple comparisons was controlled for using the Benjamani-Hochberg correction to adjust for false discovery rates. Results suggested that the impact of treatment resulted in significant posttest group differences on word reading fluency (p
Download or read book The Effects of the READ 180 Reading Intervention Program on the Achievement of Fourth and Fifth Grade Students written by Sarah Escobedo-Popuch and published by . This book was released on 2018 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a strong focus on student achievement and test scores in the public schools of California. Educators continue to identify low reading scores as evidence of many students struggling to achieve grade level standards. Reading intervention programs have been introduced to elementary schools to assist struggling readers. This study investigated the effects of the READ 180 reading intervention program on the reading achievement of fourth and fifth grade English Learners and fourth and fifth grade English Only students at two elementary schools. The Reading Inventory (RI) was administered twice, to establish baseline data for the first academic quarter, and at the end of the fourth academic quarter, to determine if changes in achievement occurred between the pretest and posttest. Through paired samples t-tests, this author found that there was significant change in the reading achievement of fourth and fifth grade English Learners and fourth and fifth grade English Only students. This study suggests that students may significantly improve reading skills when participating in the READ 180 reading intervention program. Keywords: READ 180, reading intervention, English Learners.
Download or read book A Multiple Case Study on Fifth grade Teachers Perceptions of Scripted Reading Programs Impact on Reading Comprehension written by antonio Tyrone Hairston and published by . This book was released on 2019 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this multiple case study was to examine fifth-grade Read 180 teachers’ perceptions of a commercial scripted reading program and how their perceptions might influence implementation at eight elementary schools in only one school district in Virginia. The theoretical framework of this study was adapted from Lave’s (1991) situated learning theory grounded in constructivism. According to Lave, situated learning should occur in an environment where the instructor provides a learning situation that embodies problem-centered activities that support knowledge. The study assessed how perceptions of a commercial scripted reading program impacts student comprehension for fifth-grade Read 180 elementary teachers and school principals. Data was collected using video observations, interviews, and surveys. The data was analyzed using cross-case synthesis to identify five themes in relation to the research questions (Yin, 2014). The five themes included additional resources, script adherence, results from data, acceptance of implementation, and training. The results of the study revealed that Read 180 teachers used a scripted curriculum as a framework for scripted instruction to a certain degree of fidelity based on their acceptance. Some teachers used supplemental materials to enhance their instruction in an effort to experience desired results that aligned with local, state, and federal mandates.
Download or read book The Effect of a School Centered Lindamood Bell Reading Intervention on Improving Reading Fluency and Comprehension for Students with Learning Disabilities written by Jill Schmidt and published by . This book was released on 2009 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1969 with total page 938 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book From Clunk to Click written by Janette K. Klingner and published by . This book was released on 2000 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Investigating a Reading Intervention for Fourth and Fifth Grade Students with Disabilities written by Gillian Logan and published by . This book was released on 2020 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: Being a successful reader is virtually synonymous with being a successful student (Slavin, Lake, Davis, and Madden, 2011). While there is a considerable amount of research available for lower elementary struggling readers, the same cannot be said for upper elementary struggling readers in third to fifth grade. When a student reaches third grade, there is a transition from "learning to read" to "reading to learn", and students are now expected to independently implement previously taught phonics strategies. However, struggling readers are so focused on simply decoding the text, they are unable to develop any meaningful understandings. This study set out to investigate the effectiveness of the phonics-based reading intervention S.P.I.R.E. for fourth and fifth-grade students with specific learning disabilities that have a comorbidity with reading difficulties. Results indicate that the phonics-based multisensory reading intervention is an effective reading intervention for upper elementary struggling readers.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-05 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Accelerated Reader and Its Effects on Fifth Grade Students Reading Comprehension written by Jan Nichols and published by . This book was released on 2013 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools in the United States have been using the Accelerated Reader (AR) program since the mid-1980s. A search of the literature related to the effectiveness of the AR program revealed that many of the studies were conducted more than a decade ago, and a large number of those studies failed to utilize a control group to provide comparative data. Researchers and educators have examined the use of the AR program, whose parent company is Renaissance Learning, for more than 20 years, yet there is still little definitive data on whether the system positively affects student reading comprehension and motivation to read. This causal-comparative design, in the form of an ex post facto study, examined two groups of fifth-grade students to determine if the addition of AR showed statistically significant effects on their reading comprehension. Data were gathered from both an experimental and a control group; the control group utilized the school system's literacy plan for reading instruction, while the experimental group utilized the literacy plan along with mandatory use of AR. Independent t-tests were used to determine if the treatment (AR) had any effect on reading comprehension by group or by gender. The results from the independent t-tests showed no statistically significant effect for reading method by group and no statistically significant effect for gender by group.
Download or read book The Impact of Targeted Instruction on Reading Achievement written by Michael J. Solon and published by . This book was released on 2011 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Eighteen students in third through fifth grade identified with a Specific Learning Disability, participated in this study which evaluated the impact of targeted reading instruction on decoding and reading comprehension. The assessment tools utilized were (1) the Phonological Awareness Composite (PAC) of the Comprehensive Test of Phonological Proficiency, (2) the Phonetic Decoding Efficiency (PDE) subtest of the Test of Word Reading Efficiency, and (3) the Word Attack (WA) subtest and Reading Comprehension Cluster (RCC) of the Woodcock-Johnson-III Diagnostic Reading Battery. Based upon results of the evaluations, participants were assigned to one of three groups. The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech - Third Edition was used by the Phonemic Awareness group. The Phonics group employed Spalding's The Writing Road to Reading program. The Making Connections module was implemented for the Reading Comprehension group. Following 18 weeks of intervention, students were re-assessed with the same instruments. Taken cumulatively, significant increases were achieved on the PAC, WA, and the RCC grade equivalents. The Phonemic Awareness group did not demonstrate statistically significant gains, yet the Phonics group and Reading Comprehension group exhibited significant growth on assorted measures. Analysis of grade equivalent data indicated that 13 students could potentially return to the regular education classroom for all or part of their reading instruction. This proposal was corroborated by teachers for six of the 13 subjects. Teacher interviews suggested an overall satisfaction with the assessment and intervention protocols. Taken as a whole, the implemented program appeared effective in improving reading skills for learning support students.
Download or read book Effects of an Integrated Format for Reading Instruction on the Comprehension and Word recognition Performance of Fourth and Fifth grade Students who Exhibit Severe Reading Problems written by Lavada Jacumin Parmer and published by . This book was released on 1997 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:
