Download or read book Examining the Effects of READ 180 with Sixth Grade Students in a Southwest United States School Discrict Based on a Formative Assessment Measures of Academic Progress and Its Impact on Leadership Decisions written by Daniel A. Davis and published by . This book was released on 2012 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book READ 180 written by Brian A. Mast and published by . This book was released on 2014 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addressed the effect of READ 180 on achievement levels, gender, and free and reduced lunch status on the English I End-of-Course assessment in an urban high school in the Middle Tennessee Region. The treatment sample included 32 ninth grade students, and the control sample included 82 ninth grade students. A paired samples t test, chi square tests, and analysis of covariance tests were used to determine the effect of READ 180 on English I End-of-Course assessments for the students involved in this study. The results of this study indicated READ 180 was effective with the treatment group and is a reading intervention program one should consider for ninth grade students in high school.

Download or read book An Assessment of READ 180 Regarding Its Association With the Academic Achievement of At Risk Students in Sevier County Schools written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: READ 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program addresses individual learning styles through adaptive software, interesting literature, and direct instruction with reading skills. The purpose of this study was to compare the achievement of academically at-risk students in Sevier County Public Schools in East Tennessee who participated in the READ 180 pilot program with the achievement of their academically at-risk peers not enrolled in the intervention program before and after its implementation in order to assess the reading intervention program. The Sevier County school system, after extensive study and involved research, decided to allocate over $750,000 into the READ 180 reading intervention program at the beginning of the 2004-2005 school year. The study included students in grades 5 and 7 who participated in the READ 180 pilot program and their at-risk peers in grades 5 and 7 who did not participate in the READ 180 program. The select group of at-risk students participated in READ 180 as a pilot program to determine the impact of the program upon each student's academic achievement. The students were selected for the study based upon their composite reading TCAP score being in the lowest quartile, thus deeming the student at-risk. Test scores reported for 2004 and 2005 on the Tennessee 3 Comprehensive Assessment Program were obtained from the Sevier County school system's records. Comparisons were made on the TCAP total reading-language scores, total math scores, gender, and socioeconomic assessments. Differences between the program's groups (READ 180 at-risk participants and nonparticipants) on "pre-READ 180" scores were measured using two 3-way ANOVA models, one for 5th grade and one for 7th grade. Results from the study showed that READ 180 was significantly associated with the success for many of the at-risk students whether by gender, socioeco.

Download or read book The Effect of Participation in READ 180 on Sixth Grade Students Reading Achievement written by Christopher M. Miller and published by . This book was released on 2014 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of the Read 180 Program on Response to Intervention written by Kimberly Roshell Rakestraw and published by . This book was released on 2013 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the impact of the Read 180 program as a Response to Intervention reading strategy tool for middle school students. This study explored the effect of the RtI-designed technology-based reading program on seventh and eighth-grade students labeled as at-risk for reading failure. Data was analyzed using the standardized analysis of covariance (ANCOVA). Participants in this study were given pseudonyms to protect their identity and scores. In addition, pseudonyms for the county and school where research was conducted were provided. The results of the study indicated that the Read 180 program at the focus school of this study did impact the reading achievement of Read 180 participants. Keywords: {No Child Left Behind, Lexile, Response to Intervention, Georgia Criterion Reference Competency Test, Adequate Yearly Progress, At-risk Students, Struggling Reader.}

Download or read book A Program Evaluation of READ 180 Reading Intervention Program written by Sylvia Idrogo and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on evaluating the READ 180 reading intervention program which is designed for students in grades 4 through 12 at least two years below level. The goal of READ 180 is to address the unique needs of adolescent learners and their literacy gaps through the use of literature, direct instruction in reading skills, and a computer program. In the 21st century, adolescents will have to read and write more than any other time in human history (National Institute for Literacy, 2007). As schools strive to improve student literacy, more than ever, districts are turning to programs such as READ 180 as a solution to ensure reading proficiency. Even though there are numerous research studies on the benefits of READ 180 (Caggiano, 2007; Papalewis, 2004; Scholastic, 2002), there is limited research that specifically focuses on whether or not READ 180 meets the needs of students with learning disabilities and students with learning disabilities who are English Language Learners (ELLs). This program evaluation examined administrators’, teachers’, and students’ perceptions of the impact of the READ 180 reading intervention program on reading comprehension skills in seventh and eighth grade middle school students with learning disabilities and seventh and eighth grade middle school students with learning disabilities who are English Language Learners (ELLs). Multiple sources of data were utilized for this program evaluation. Frequency distributions were used to analyze students’ survey responses. The constant comparison method was used to categorize, compare, and theme data collected from focus groups and interviews (Charmaz, 2006; Glaser & Strauss, 1967). Findings among students, READ 180 teachers, and administrators were similar, indicating the READ 180 program positively impacted students’ confidence in, and motivation toward reading. Additionally, findings revealed students, teachers, and administrators perceived the teacher has the greatest impact on improving reading comprehension skills. Students did not perceive their attitudes toward reading were influenced by READ 180; however, on their survey responses they indicated that they enjoyed reading and felt successful when reading. READ 180 teachers thought the program did influence students’ attitudes toward reading. During the focus groups, English Language Learners (ELLs) responded that the READ 180 did represent their cultural backgrounds and met their language learning needs; although, their survey data indicated students’ were not able to make connections to their family and home life when they read the stories, books, or completed the activities in the READ 180 class. Student focus group data revealed they perceived that the technology in READ 180 did facilitate their reading comprehension; however, their survey data indicated the computer as the least helpful of the program. READ 180 teachers perceived the technology in READ 180 did facilitate students’ reading comprehension while administrators perceived the technology did not facilitate students’ reading comprehension. Students in the READ 180 class enjoyed reading and felt successful in their reading comprehension. Results of the program evaluation have implications for instructional leadership and the support for literacy at the district level as well as at the school level.

Download or read book An Investigation of the Effects of READ 180 on Student Achievement in One Middle Tennessee Middle School written by and published by . This book was released on 2014 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this study is to compare at-risk students who are enrolled in the READ 180 program to their at-risk peers who are not enrolled in the program. The research focuses on whether or not READ 180 has an effect on reading achievement scores, race, gender, and socioeconomic status.

Download or read book Read 180 Implementation written by Robin L. Felty and published by . This book was released on 2007 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methodological study examined the impact the READ 180 reading program has on increasing the percentage of minority and economically disadvantaged eighth grade students achieving proficiency in reading on the Pennsylvania System of School Assessment (PSSA). The descriptive case study also investigated the program's effect on students' motivation to read. Participants in the study included seven eighth grade teachers who worked exclusively with eighth grade students in an alternative education school located in an urban school district in Pennsylvania. Quantitative and qualitative data collection provided information about READ 180's effect on increasing reading proficiency on the PSSA, and teachers' perceptions about the effectiveness of the program on improving reading proficiency and students' motivation to read. Quantitative reading data from 22 eighth grade students were obtained throughout the 2006-2007 school year from 4Sight Benchmark Reading Test 1, Test 3 and Test 5. Additional quantitative data were collected through administration of the PSSA Reading test. Qualitative data were gathered from seven teachers who completed the Teachers' READ 180 Perceptions Survey, a 20-item Likert scale instrument, and five teachers who participated in subsequent interviews and classroom observations. Findings of the study showed that READ 180 improved the reading proficiency of students on the PSSA. Baseline data from 4Sight Test 1 indicated that three students read at grade level with proficiency. Posttest data from the PSSA showed that 50% of the eighth grade students read with proficiency. Research findings from the survey responses revealed teachers' perceptions that the READ 180 program improved students' reading proficiency in specific ways. A high level of agreement occurred among participants' perceptions that READ 180 improved students' decoding skills, reading fluency, vocabulary, and comprehension. Higher levels of agreement were seen in participants' perceptions that READ 180 increased students' motivation to read.

Download or read book READ 180 written by Griselda Lozano and published by . This book was released on 2010 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The present study examines the effects that the READ 180 intervention program had on at-risk high school students. For the purpose of this study students identified as at risk were subjected to criteria set by the district, and included English Language Learners, Special Education Students and students who were economically disadvantaged. Other students who met the set criteria included students who failed to pass their third administration of TAKS or TAKS in the 8th grade, 9th graders who received 2100 or less, and second year 9th grade students who failed TAKS or TAKS A as 9th graders. The intervention focused on improving students' reading proficiency levels by observing the effects the program had on students' reading Lexile Levels and TAKS scores upon completing the READ 180 program. The data collected was preexisting data of 62 students who received the intervention for a period of one school semester. The participants spent a total of 90-minutes a day receiving reading intervention that focused on the application of mixed method instruction including: teacher-led whole-group instruction, small group instruction, modeled and independent reading, and interaction with instructional software. The sample use din the study involved five READ 180 classes from two different campuses within a school district in South Texas. The data were gathered and observed to examine the degree of improvement students experiences in reading comprehension during the course of the six months. The result of the study indicated that READ 180 did have and effect on student reading proficiency based on the student's pretest and posttest reading Lexile Levels and TAKS scores. The data show that, based on the reading Lexile pretest scores administered in January 2010 and posttest administered in April 2010, students averaged a gain of 50.9L. Participants also showed and increase in TAKS scores. Pretests of TAKS exams administered in Spring of 2009 showed that 6.5% of students passed TAKS. The examination of posttest exams administered in Spring of 2010 indicated that 37.1% of students passed their TAKS exams. On average 80.6% of the sample reported gains. Based on the results presented by the pre-and posttest data the research concluded that the interventions presented b the READ 180 program had a positive effect on reading levels of the sample population. The researcher further concluded that the READ 180 intervention program has the potential to provide the school district with researched-based instructional techniques needed to improve the reading proficiency levels of at-risk high school students. As a result of the study, the researcher recommended that the school district consider moving forward with the use of the READ 180 program.

Download or read book The Read 180 Program written by Sylvia Lawson and published by . This book was released on 2011 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: National testing standards have increased pressure on school personnel to identify and implement instructional practices that facilitate the academic achievement of at-risk students. No Child Left Behind legislation currently mandates that reading programs at the middle school level receiving federal funding must use scientifically validated reading interventions. Evaluation of scientifically based interventions is needed. -- From the author's abstract.

Download or read book The Effects of READ 180 on the Reading Proficieny of English Language Learners written by Fabiola Duran and published by . This book was released on 2018 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: READ 180 is an intervention program designed to increase the reading levels of students who are not proficient readers. The purpose of this study was to determine the effects of READ 180 on the reading achievement of fifth grade English Language Learners. The participants of this study were enrolled in READ 180 and were identified as English Language Learners. The participants participated in a daily 90-minute structured reading block for an entire academic school year. The Reading Inventory (RI), a computer-adaptive assessment, was used to measure students’ reading levels and served as the outcome measure of this study. For each participant, the RI was administered at the beginning of the academic school year to establish a baseline and secondly at the end of the fourth quarter to determine final results. This quantitative study used data retrieved from the district’s database. A paired sample t-test was used to determine if a significant change existed in the reading achievement of fifth grade English Language Learners after one year of participation in READ 180. The level of significance was set at .05. The results indicated a significant change in reading achievement between the pretest and posttest. The mean of the posttest was significantly higher than the mean of the pretest.

Download or read book The Effect of the Read 180 Reading Intervention Program on the Reading Proficiency of Sixth Grade Students in Three Suburban Missouri Middle Schools written by Dred D. Scott and published by . This book was released on 2012 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Formative Assessment Program Implementation on Reading Achievement written by Anne-Evans K. Williams and published by . This book was released on 2013 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects in student reading growth of the teacher-level implementation decisions and in the top-down, district wide implementation of a formative online reading assessment, as part of district-wide measures to improve student reading performance, and subsequently, student reading test scores.

Download or read book The Effects of Read 180 on Fourth and Fifth grade English Learner Students and English Only Students written by Julie Nesbitt and published by . This book was released on 2016 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Read 180 is a reading program designed for students whose reading achievement is below the proficient level. The goal of Read 180 is to address gaps in students' skills through the use of a computer assisted instruction intervention. The purpose of this quantitative study was to determine the effects of Read 180 on the reading achievement of fourth- and fifth-grade English Learner students and English Only students at three elementary schools located in California's Central Valley. This study was designed to measure the success of student participants who participated in a daily 90-minute structured reading block. For each participant, the Scholastic Reading Inventory (SRI) was administered twice, to establish baseline data for the first academic quarter, and at the end of fourth academic quarter to determine if changes in achievement occurred between the pretest and posttest. Paired sample t-tests were used to determine if significant differences existed in the reading achievement of fourth and fifth-grade English Learner students and English Only students after 1 year of participation in Read 180. The level of significance was set at .05. The results indicated a significant difference between the means of the pre and posttest scores. The mean posttest scores were significantly higher than the mean pretest scores for each group.

Download or read book The Evaluation and Effectiveness of READ 180 in Raising Achievement Scores written by Thomas D. Wright and published by . This book was released on 2011 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to give an evaluation of READ 180 and the effectiveness it had on ninth grade students who had been diagnosed as reading at least two grade levels below their current grade level. Data was collected via the Scholastic Reading Inventory Interactive during the 2009-2010 school year in a rural school district in middle Tennessee.

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 Read 180 written by and published by . This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: READ 180 is a comprehensive reading intervention program designed to meet the needs of elementary to middle school students whose reading achievement is below the proficient level. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. Stage A provides tools for young struggling readers in elementary school to develop critical literacy skills. Stage B provides middle school struggling readers with topics designed for their level of reading that hold their interest. System 44 was designed for the most challenged, older struggling readers, and helps these students understand that the English language is a finite system of 44 sounds and 26 letters that can be mastered. It uses validated assessment for screening and placement, research-based phonics instruction and highly motivating and age-appropriate adaptive technology.