Download or read book The Effects of an Early Literacy Intervention Program on the Reading Achievement of Less proficient First Grade Students written by Kathleen M. Wallis and published by . This book was released on 2002 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Achievement Impact of an Early Literacy Intervention Program for First Grade Students written by Carolina G. Perez and published by . This book was released on 2010 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Advances in Research on Reading Recovery written by Jerome V. D'Agostino and published by Routledge. This book was released on 2018-12-07 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is no shortage of innovative educational programs – the challenge is learning how to scale and sustain those with strong evidence of effectiveness. This book focuses on Reading Recovery – one of the few educational innovations that has successfully expanded and established itself in several educational systems in the world. Developed by Marie Clay in New Zealand during the mid-1980s, Reading Recovery is an intensive intervention for young students who are struggling to learn how to read, and has expanded to several countries across the globe over the last 30 years. Providing evidence of the intervention’s effectiveness both in the short- and long-term, this volume presents in-depth studies to elucidate why the program is effective; discusses the trials and tribulations in scaling and sustaining the program; and approaches scaling and maintaining from theoretical and practical perspectives. The contributors to this book explain how Reading Recovery has established itself because it has maintained a strong focus on evidence; developed a deep sense of community among its practitioners; and was at the forefront in enhancing professional development of the teachers who delivered the intervention. Understanding the implementation experiences of the intervention is beneficial for any innovation developer who wishes to grow and sustain an intervention. The chapters in this book were originally published as articles in the Journal of Education for Students Placed At Risk.

Download or read book Getting Reading Right from the Start written by Elfrieda H. Hiebert and published by Pearson. This book was released on 1994 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book brings together descriptions of seven literacy intervention programs used by experts to prevent early reading failure in grades K-1. Programs focus on story book reading and writing with attention to word-level strategies, and are developmental, not remedial. Early childhood literacy, diagnosis and treatment of reading difficulties.

Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 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 IMPROVING READING ACHIEVEMENT IN HARNETT COUNTY ELEMENTARY SCHOOLS THROUGH EARLY READING INTERVENTIONS A PROGRAM EVALUATION OF READING RECOVERY AND LEVELED LITERACY INTERVENTION FOR FIRST GRADERS written by Jennifer Spivey and published by . This book was released on 2019 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: This program evaluation took place in Harnett County Schools, North Carolina. This study evaluated two common reading intervention programs currently used in the Harnett district. This evaluation compared and examined the effectiveness of Reading Recovery and Leveled Literacy Intervention on a subset of students at Highland Elementary School, a Title I School in Harnett County, North Carolina. The study revealed that first grade students who received Reading Recovery and Leveled Literacy Intervention for twelve weeks for remediation in the area of reading showed reading growth. Reading Recovery and Leveled Literacy Intervention reading intervention programs are both designed to be short term, intensive reading programs for students below grade level reading standards. Both programs include phonics instruction, phonemic awareness, reading comprehension strategies, writing, assessment and school/home connection. Reading Recovery is administered in a one-on-one setting by highly trained reading specialists and Leveled Literacy Intervention is administered in a small group of six students or less students by traditional first-grade teachers. The study concludes that Reading Recovery and Leveled Literacy Intervention are both effective interventions for first grade struggling readers.

Download or read book Progress toward a Literate World written by Amber Gove and published by John Wiley & Sons. This book was released on 2017-03-22 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order to work toward eradicating extreme poverty and hunger, the United Nations Millennium Development Goals significantly include universal primary education, gender equality, and empowering women. Effective early literacy instruction plays a critical role in achieving these goals. From around the globe, this issue presents evidence-based, culturally sensitive and cost-effective practices in reading instruction and intervention in the early grades. Not only will this issue heighten awareness of the challenges faced but it will provide valuable information to help guide and improve diverse global education programs and research, especially in developing regions and for children living in poverty or disadvantage in all nations. Presenting several experiences from small- and large-scale reading improvement programs, it: Focuses on low- and middle-income countries, Describes challenges in implementing, studying, and scaling them up, Informs expectations on how quickly and easily reading performance can change, and Provides results and evidence of effectiveness. This is the 155th volume in this Jossey-Bass series New Directions for Child and Adolescent Development. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in this subject area. Each volume focuses on a specific new direction or research topic and is edited by experts from that field.

Download or read book Handbook on the Science of Early Literacy written by and published by Guilford Publications. This book was released on with total page 457 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 A Study of the Effects of an Intervention Program on the Reading Achievement of First Grade Children written by Shelia B. Kane and published by . This book was released on 1974 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of a Supplemental Literacy Program on Students in a Developmental First grade Classroom Using Cross age Tutors written by Marcus Adin Wing and published by . This book was released on 1994 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Preventing Reading Difficulties in Young Children written by National Research Council and published by National Academies Press. This book was released on 1998-07-22 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.

Download or read book Teaching All Students to Read written by Elizabeth Crawford and published by . This book was released on 2007 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most critical needs in Florida's "Reading First" schools is to improve the effectiveness of interventions for struggling readers. For example, during the 2005-2006 school year, only 17% of first grade students who began the year at some level of risk for reading difficulties finished the year with grade level skills on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS[R]) measures. In second grade, the figure was only 9%, and in third grade it was 8%. We will never teach all students to read if we are not more successful with the most academically challenged students. Teaching all students to read requires a school level system for early identification of "at risk" students and a school level system for providing those students with the intensive interventions they need to become proficient readers. At the request of the Just Read, Florida! Office, the Florida Center for Reading Research has begun to collect information about practices being implemented in schools that are experiencing greater than average success providing interventions to their struggling readers. Schools that have been less successful in meeting the needs of their most struggling readers have also been visited. In this document, the authors describe what they have learned from visiting successful schools. Although it is not possible, with this kind of study, to determine whether any single practice was critical to a school's success, it is possible to develop a list of "options" or "practices" that represent innovative or common-sense solutions to difficult problems faced by all schools. Whether these practices will lead to similar success in other school environments will depend on a very complex set of factors, including the quality of their implementation and the relevance and interaction with other existing practices. This document is a "manual of ideas" for meeting some of the most difficult challenges faced by "Reading First" schools in working with their strugglingreaders. School leaders will find ideas described here that can be applied to help them successfully meet the unique challenges within their own schools. The following are appended: (1) Planning for Instruction: Analyzing a DIBELS[R] Report; (2) DIBELS[R] Assessment worksheet; (3) Sample Data Spreadsheet; and (4) Parent Support for Student Achievement. (Contains 5 tables.) [This report was produced by Just Read, Florida! and the Florida Center for Reading Research.].

Download or read book The Long Term Effects of an Early Literacy Intervention written by Susan Ingalsbe Billingsley and published by . This book was released on 1998 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this study was to examine the short and long term effects of the Early Literacy Intervention with a sample of low income children who attended first grade in a school district located in a small, midwestern city. Sixty-two children participated in the study, and half of these children received supplementary reading instruction through the Early Literacy Intervention. The remaining children were matched with the demonstration children using the following criteria: gender, scores on the Woodcock-Johnson Letter-Word Identification subscale from the spring of kindergarten, and age. At the end of the first grade, the children who received the intervention had significantly higher scores than the matched comparison group on the Woodcock-Johnson Passage Comprehension subscale, but not on the Letter-Word Identification subscale. However, by the third grade, the effects of the intervention were not significant. The results indicated that, although the Early Literacy Intervention did exhibit a short term impact on children's reading ability, the effects were not powerful enough to be sustained through the third grade.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Best Practices in Early Literacy Instruction written by Diane M. Barone and published by Guilford Publications. This book was released on 2013-09-04 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action.