Download or read book Investigating the Impact of the Read 180 Intervention Program on the Reading Comprehension of Middle School Readers written by Harriet M. Kruger and published by . This book was released on 2009 with total page 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 A Case Study on the Impact of the READ 180 Reading Intervention Program on Affective and Cognitive Reading Skills for At Risk Secondary Level Students written by Jeffrey Vogel and published by . This book was released on 2013 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to investigate the impact of the READ 180 reading intervention program upon the affective and cognitive reading skills of 21 struggling ninth grade at-risk students at a Title I high school in Southern California. There was minimal qualitative analysis of the READ 180 program at the secondary level and nominal research in general on affective learning regarding motivation to read for at-risk high school students. This study was designed to explore what changes, if any, may occur in the reading attitudes (affective skills) and comprehension levels (cognitive skills) of participants in the READ 180 program. Data was collected from interviews, observations, and student documents over a 16 week period and then analyzed for themes and connections to the research questions. The findings for this study indicated that READ 180 was a beneficial intervention in limited areas for many at-risk high school students, but it did not meet the myriad of affective and cognitive needs required for grade level literacy development. READ 180 best served secondary level students when it was modified based on individual student needs and interests.

Download or read book Students perceptions of Read 180 at the middle school level written by Erica L. Johnson and published by . This book was released on 2011 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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.

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 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 An Investigation Into the Effectiveness of Scholastic s Read 180 as an Intervention Program at the Secondary Level in a Middle Tennessee School District written by Emily Sutherland Hollingsworth and published by . This book was released on 2014 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Scholastic s READ 180 Program on Reading Comprehension for Middle School Students with Disabilities written by Shannon M. Kludt and published by . This book was released on 2008 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 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 Investigating Student Reading Success Through the Use of READ 180 in a Multi grade ELA Block written by and published by . This book was released on 2021 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing reading skills is one of the critical reasons for public education in America. Having a reading intervention in place for fourth and fifth-grade students who struggle in reading is vital to set students up for success as learning to read switches to reading to learn. The Reading Wars are coming to an end with research-based strategies finding their way into classrooms. Curriculum companies are quick to offer budget-busting programs that promise success. READ 180 has been studied over the years in a variety of settings with varying degrees of success. However, the program is continually changing to meet student needs and with technological advances. This study focused on READ 180 being utilized as a Tier II intervention during a 90-minute multi-grade ELA block and its impact on fiction reading comprehension, non-fiction reading comprehension, Lexile levels, and vocabulary ability. Historical MAP assessment data was analyzed to determine if a statistically significant difference existed. Fourth and fifth grade students who received the READ 180 intervention exhibited growth in non-fiction reading comprehension. However, the increase was not statistically significant. Students showed statistically significant growth in their Lexile levels. The group exhibited no increase in vocabulary ability and a decrease in fiction reading comprehension levels based on MAP assessment data. Other studies have found that READ 180 increases student Lexile levels but not with statistically significant differences from students receiving regular instruction or other interventions (Alleyne, 2016; McWhorter, 2009; Piper, 2013). This researcher emphasizes increasing teachers' knowledge and practice on current evidence-based interventions and evidence-based practices. This would allow teachers to have the tools necessary to pull components of programs to create an instructional plan to meet the ever-widening range of affective and cognitive needs required for grade-level literacy development focused on individual student needs and interests.

Download or read book Improving Reading Comprehension of Self Chosen Books Through Computer Assessment and Feedback written by Keith James Topping and published by Taylor & Francis. This book was released on 2022-07-12 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools around the world use online programs like Accelerated Reader and Reading Counts to improve students’ reading comprehension of real books, but how can such software be used most effectively? In this unique resource, researcher Keith Topping analyzes independent research studies and brings you best practices on quality implementation to enhance effectiveness. He explains the evidence base for the programs in a comprehensible way and addresses many common questions, such as "Does it work?," "How should it be implemented to make it work?," and "Is it cheaper and more efficient in teacher time than what we were doing before?" He also discusses best practices for using the assessment data, for tailoring implementation in elementary vs. high schools, and for working with disadvantaged students. Appropriate for teachers, literacy coaches, curriculum leaders, and other stakeholders, the book will provide you with a strong research foundation and easily accessible information to help you fine-tune your understanding of the reading programs and implement them more successfully in your schools and classrooms.

Download or read book Evaluating Intervention Effects of Scholastic READ 180 on Low Achieving Incarcerated Youth written by Jing Zhu and published by . This book was released on 2010 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: Among various interventions targeting adolescent students who read significantly below grade level, the Scholastic READ 180 is an intensive daily program that makes use of technology and combines research-based reading practices. Since the launch of READ 180, Scholastic Inc. and many schools that have deployed the program have been jointly conducting impact analyses. Although many studies maintain that students receiving READ 180 display remarkable growth on reading achievement, the majority of these studies are inadequate to provide strong evidence for causal conclusions of the intervention effectiveness of READ 180 according to the WWC (What Works Clearinghouse) Evidence Standards (2006). In addition, there is no literature found regarding the impact of READ 180 on the population of incarcerated youth. As a result, based on a randomized clinical field trial, the major purpose of this longitudinal study was to investigate if READ 180 had a meaningful impact on the reading proficiency of low-achieving incarcerated youth over time, when comparing the experimental group with a comparison group being instructed with a traditional educational reading program on reading achievement and growth. (Contains 13 tables.).

Download or read book Delivering Intensive Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities written by Melody Tankersley and published by Emerald Group Publishing. This book was released on 2022-05-12 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation.

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.