Download or read book The Effects of a Balanced Reading Program on Second Grade Reading Achievement written by Theron Mong and published by . This book was released on 2001 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Planned Recreational Reading Program on the Reading Achievement of Second Graders written by Elizabeth Cronemeyer and published by . This book was released on 1988 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Aligning Supplemental and Core Reading Instruction on Second Grade Students Reading Achievement written by Carla V Wonder-McDowell and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the effects of aligning supplemental reading instruction with core classroom reading instruction on struggling second-grade students0́9 proficiency in phonics, fluency, vocabulary, and comprehension. Alignment was defined as core classroom and supplemental instruction that are congruent in philosophy, goals, instructional materials, instructional methods, student activities, and reading strategies that follow the same scope and sequence. This study employed a two-group, pre-post true experimental design. Second-grade students (N = 153) scoring in the lowest quartile on the fall Dynamic Indicators of Early Literacy Skills (DIBELS) Oral Reading Fluency assessment were randomly assigned to either an aligned or nonaligned supplemental reading instructional condition received instruction over a 20-week period. Reading specialists in 11 schools provided the supplemental instruction. iv The DIBELS Oral Reading Fluency (ORF) and the Woodcock Reading Mastery-Revised (WRMT-R III) assessments were used to assess student reading growth in phonemic awareness, phonics, fluency, and vocabulary. Each student received one score from the DIBELS ORF and six scores from the WRMT-R III. Seven separate nested analyses of covariance (ANCOVA) were conducted to examine differences in group means at posttest while accounting for nesting of reading specialists within schools. Pretest measures for each of the dependent variables were used as covariates to adjust posttest scores at the end of the study. After controlling for pretest score differences and accounting for the variance associated with reading specialists nested within schools, statistically significant differences were found favoring the aligned supplemental condition for posttest scores on all measures. Effect sizes ranged from small to moderate, with largest effect sizes being found for vocabulary and comprehension. The results of the study suggest that at-risk second-grade students benefitted from supplemental instruction that is aligned to the classroom core reading program.
Download or read book The Impact of an Intensive Literacy Program on the Sustained Reading Achievement of Second Grade Students written by Rita Cestaro Meehan and published by . This book was released on 2004 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Units of Study in Phonics written by Lucy Calkins and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "The new Units of study in phonics provide a lean and concise instructional pathway in phonics that is realistic and doable, and that taps into kids' skills and energy for tackling the fabulous challenge of learning to read and write, introduce high-leverage phonics concepts and strategies in a way that keeps pace with students' reading and writing and helps them understand when, how, and why they can use phonics to read and write, offer delightfully fun and engaging storylines, classroom mascots, songs, chants, rhymes, and games to help students fall head over heels in love with phonics and to create a joyous community of learners, align with state-of-the-art reading and writing workshops for a coherent approach in which terminology, tools, rituals, and methods are shared in ways that benefit both teachers and kids."--provided by publisher.
Download or read book Reading Instruction That Works Fourth Edition written by Michael Pressley and published by Guilford Publications. This book was released on 2014-10-02 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt: This widely adopted text and K-8 practitioner resource demonstrates how successful literacy teachers combine explicit skills instruction with an emphasis on reading for meaning. Distinguished researcher Richard L. Allington builds on the late Michael Pressley's work to explain the theories and findings that guide balanced teaching and illustrate what exemplary lessons look like in action. Detailed examples offer a window into highly motivating classrooms around the country. Comprehensive in scope, the book discusses specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for readers who are struggling. New to This Edition *Updated throughout to reflect important recent research advances. *Chapter summing up the past century's reading debates and the growing acceptance of balanced teaching. *New and revised vignettes of exemplary teachers.
Download or read book A Study of the Effects of an Open and Prescriptive Home Reading Program on the Students Parents and Teacher in a Second Grade Classroom written by Leslie Ann Pettaway and published by . This book was released on 2003 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of the Second Grade Summer School Program on the Reading Achievement of At risk Second Grade Students written by Brenda Dee Waters and published by . This book was released on 2004 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Supplemental Reading Program and the Reading Achievement of Second Grade Students written by M Norungolo and published by . This book was released on 2011 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research examined the effects of implementing a supplemental reading model in second grade in a small rural school. A quasi-experimental design was employed to compare the reading achievement of students who participated in the model and those who did not as measured by growth using the Measures of Academic Progress (MAP) assessment tool. Both groups were from the same rural school district. One group participated in the Language Enrichment and Acceleration Program (LEAP) in addition to regular classroom instruction; the second group participated in independent reading time. Post-test scores for each group were compared using ANCOVA, with pre-test scores statistically controlled. Achievement differences depending on gender and the interaction between research group and gender were also examined. No significant differences were found between the groups. Limitations and implications are discussed and suggestions for further research are included.
Download or read book The Effects of a Take home Book Program on Reading Achievement in Second Grade written by Christina Lynn Kohler and published by . This book was released on 2011 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Effects of a Supplementary Comprehension Program on the Reading Achievement of a Group of Second Grade Children written by Arlene Rose Weaver and published by . This book was released on 1968 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Whole Language Instruction on Reading Achievement of Second Grade Students written by Noble Colvin Fillet and published by . This book was released on 1991 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of a Specialized Reading Program on Student Achievement of Second Grade Students written by Nora Ibanez Hancock and published by . This book was released on 2000 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Departmentalized Versus Self contained Balanced Literacy Instruction written by Katina L. Thomas and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The initiatives in U.S. school reform constantly serve as a reflection of the academic, political, and economical sentiment of the time. The College Entrance Exam Board’s decision in 1909 to establish a 40 to 60 minute class schedule that mirrored the Carnegie unit’s structure of efficiency and mass production remained the tradition until 1959, when J. Lloyd Trump introduced a flexible instructional schedule that allotted for an 85 to 100 minute “block” of time for each subject. The government report, A Nation at Risk (1983), found that 13% of seventeen year olds were functionally illiterate, and that schools were not utilizing school time efficiently. By 2001, the No Child Left Behind Act established a structured accountability system for schools; however, by 2013, the National Center for Educational Statistics (2013) reported five year stagnation in reading performance for fourth, eighth, and twelfth graders. The current outcomes have caused administrators and educators to revisit current instructional and organizational practices for more efficient and effective approaches to maximize learning opportunities and increase school performance. This study examined the effects of implementing a balanced literacy approach to reading in self-contained and departmentalized classrooms in second grade classrooms. In a review of the literature, little research has been conducted on self-contained and departmentalized classroom settings in the elementary school prior to third grade. Previous studies primarily focused on students in third grade and higher, and concentrated on student performance on state-mandated tests in reading. No studies to date have investigated self-contained and departmentalized comprehension levels prior to a grade level that has been designated for a state-mandated test. As a result, this study examined the following research questions: 1) What effect does receiving balanced literacy instruction in a self-contained or departmentalized classroom have on the reading comprehension of second graders as measured by district assessments, and 2) Are there gender differences in the observed reading comprehension of second graders with regard to a self-contained or departmentalized classroom? The research also qualitatively examines what effect teachers’ experiences, perceptions, and opinions about self-contained and departmentalized instruction have on the implementation and academic outcomes of the instructional organization of the classroom. This study examined second grade students from an urban school district in a metropolitan area in Texas. The sample was taken from three self-contained second grade classrooms (N = 61) and four departmentalized second grade classrooms (N = 86) from the same elementary campus. The departmentalized classrooms served as the quasi-experimental group and the self-contained classrooms served as the control group. Statistical tests were conducted to answer the first two research questions. Repeated measures were administered to compare beginning middle, and end of year comprehension levels within each group to determine significant progress. A 2 x 2 x 3 mixed ANOVA was used on the subpopulation (gender) to determine if any gender differences exist. Individual interviews of the second grade teachers that participated in the study were conducted to collect feedback regarding teachers’ beliefs, opinions, and preparation for self-contained and departmentalized literacy instruction. Results from separate analyses of the comprehension levels indicated that both the departmentalized and self-contained groups made significant progress from the beginning to the middle of the school year, and again at the end of school year. However, there was no significant difference in the rate of increase in self-contained and departmentalized groups. Significant progress was also made for each group within the gender subpopulation. When the departmentalized and self-contained groups were compared, there was not a significant difference between the comprehension levels of males and females at the end of the year. There was also no significant difference in the rate of increase in comprehension levels of departmentalized and self-contained males, and the rate of increase in comprehension levels of departmentalized and self-contained females at the end of the year. Feedback from teachers revealed that all of them supported the opportunity for more preparation and focus on one subject. However, self-contained teachers preferred the opportunities to teach one theme across all subjects, while departmentalized teachers preferred opportunities to engage in more cooperative learning activities during the literacy block. This study demonstrates that balanced literacy instruction is effective in increasing student comprehension levels from the beginning to the end of the school year in primary classrooms that implement both a departmentalized and self-contained schedule. It also demonstrates that departmentalized and self-contained balanced literacy can also increase student comprehension levels from the beginning to the end of the year within both gender groups.
Download or read book The Effectiveness of a Balanced Reading Program on Student Reading Achievement written by Lee Anna Gibson and published by . This book was released on 2008 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effectiveness of a balanced reading approach to enhance student reading achievement. Test scores from third grade students instructed in a balanced reading program were compared to test scores from third grade students instructed using an Accelerate Reader (AR) program.
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Download or read book Stability and Correlates of Teacher Effects in Grade Two Reading Achievement written by David Joel Heistad and published by . This book was released on 1999 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
