Download or read book The Effects of Intervention on the Reading Scores of Fourth Grade Students written by Kiwana S. Yates and published by . This book was released on 2005 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of an Intervention Program Voyager Through Response to Intervention Framework on 4th Grade Reading Achievement written by Lisa Harris and published by . This book was released on 2016 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ability to read fluently has been confirmed as an indicator of good comprehension and thus academic success. Studies have shown that most students in the U.S. are reading below their grade levels. The U.S. has demanded continuously that the education system increase the outcomes of education for all children. In order to improve children's reading educational needs, effective screening, assessments, and intervention tools need to be implemented properly in U.S. school curriculum. The purpose of this nonequivalent control group study is to investigate the effectiveness of an intervention program in improving the oral reading fluency rates of fourth graders administered using STEEP (Screening to Enhance Educational Performance) procedures in a Response to Intervention structure. The selected participants for this study were 62 fourth-grade students who were receiving Tier II or Tier III reading intervention through the fluency-based reading intervention program. The researcher used an Analysis of Covariance (ANCOVA) to analyze data to determine if the treatment group had achieved significant improvement in their oral reading fluency rates as compared to the control group, while considering the pre-test scores of the students as the co-variate. After adjusting for the effect of pre-test scores on reading achievement, the scores from the treatment group were significantly higher than those in the control group after receiving intervention. After adjusting for the effect of pre-test scores on oral reading fluency, the scores from the treatment group were significantly higher than those in the control group after receiving treatment.
Download or read book The Effects of Reading Intervention on Reading CRCT Scores written by Brittny K. Powell and published by . This book was released on 2009 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the effects of reading intervention on fourth grade CRCT Reading scores during the school year 2007-2008. This quantitative study utilized a casual comparative research design with pre-existing data to compare the fourth grade reading CRCT scores of students who received reading intervention with those who did not receive any reading intervention during 2007-2008 school year. Forty CRCT reading subtest scores were examined in the study. Twenty scores were randomly selected to be included in Group A (students who received reading intervention) and twenty scores were randomly selected to be in Group B (students who did not receive reading intervention). In this study, the researcher found that reading intervention helps the students significantly. Therefore, the null hypothesis was rejected.
Download or read book Impact of Response to Intervention on 4th Grade Reading Scores written by Natalie Wilkes and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Effects of Literacy Interventions on Reading Scores for Low achieving Students written by Angela Jayroe Mulkana and published by . This book was released on 2015 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: As America’s schools strive to educate a diverse population of students, some of these students, who are identified as low-achieving, find school to be difficult. The need to improve low-achieving students’ reading skills has been the focus and concern of educators for many years. This study, which utilized a causal comparative research design, investigated third and fourth grade students’ literacy achievement scores for participation or non-participation in the Students Reading Enrichment Program (SREP), which is an in-school and/or after-school program, in the Jenkins School District (JSD). The SREP provides low-achieving students the opportunity to work in small groups with interventionists, teachers, and tutors who offer structured support based on each student’s ability level. The purpose of the study was to determine if the SREP in-school and after-school programs affected student achievement in Grades 3 and 4. Students’ MCT2 and STAR Reading scores were statistically examined. Existing data from a convenience sample of students were used. A multivariate analysis of covariance (MANCOVA) and Pearson correlations were used to answer the research questions for this study. The independent variables for the study were: (a) level of participation, (b) grade level, (c) sex, and (d) attendance. The dependent or treatment variable, Reading Achievement, was comprised of students’ reading scaled scores on MCT2 and STAR Reading. No statistically significant differences were found to indicate that reading interventions affected student achievement in Grades 3 and 4. Recommendations for future research include: (a) conducting longitudinal studies to determine long term effects on students attending in-school and after-school programs over the remaining four years of the SREP, (b) analyzing other variables such as classroom teachers, in-school interventionists, after-school teachers, and after-school tutors, (c) investigating the unique contribution that each of these variables has on student achievement, (d) comparing data for the interventionists who are certified teachers and the interventionists who are not certified teachers, and (e) examining the professional development of classroom teachers, in-school interventionists, after-school teachers, and after-school tutors.
Download or read book Stages of Reading Development written by Jeanne Sternlicht Chall and published by . This book was released on 1983 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The effect of family literacy interventions on children s acquisition of reading written by Monique Sénéchal and published by . This book was released on 2006 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Average and Local Effects of a Standardized Treatment for Fourth Graders with Reading Difficulties written by Jeanne Wanzek and published by . This book was released on 2016 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study used a randomized control trial to examine the effects of a widely-used multi-component Tier 2 type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students for 30 min, 4 days a week throughout the school year (M = 90.45 lessons). Tier 1 instruction was observed to be of generally high quality and intervention fidelity was strong. Findings revealed small, average effects (ES = 0.14 -0.28) in favor of intervention students on standardized measures of comprehension, but no effects on word reading or fluency measures. Exploratory analyses indicated intervention effects may differ by students' comprehension abilities. Implications for intervention implementation and directions for future research are discussed. [This paper was published in "Journal of Research on Educational Effectiveness" (EJ1115336).].
Download or read book The Effect of Reading Intervention on Middle School Students Reading Scores written by Alexandria Benshaw and published by . This book was released on 2011 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Reading Research written by P. David Pearson and published by Psychology Press. This book was released on 1984 with total page 1108 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.
Download or read book Comprehension Instruction Third Edition written by Sheri R. Parris and published by Guilford Publications. This book was released on 2015-06-18 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition Incorporates the latest research and instructional practices. Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. Chapters on teaching fiction and informational texts in the secondary grades. Expanded coverage of multimodal literacy learning. Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters.
Download or read book Materia minne written by and published by . This book was released on 1982 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Summer Learning written by Geoffrey D. Borman and published by Routledge. This book was released on 2004-04-26 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together up-to-date, research-based evidence concerning summer learning and provides descriptions and analyses of a range of summer school programs. The chapters present theory and data that explain both the phenomenon of summer learning loss and the potential for effective summer programs to mitigate loss and increase student achievement. Summer Learning: Research, Policies, and Programs: *presents evidence describing variations in summer learning loss and how these learning differences affect equality of educational opportunity and outcomes in the United States; *discusses the development, characteristics, and effects of the most recent wave of summer programs which are designed to play key roles in the recent standards movement and related efforts to end social promotion; *examines the impact of three of the most widespread, replicable summer school programs serving students across the United States; and *considers the characteristics and effects of alternative programs and practices that are designed to combat the problem of summer learning loss head on. Intended for education researchers, practitioners, policymakers, and graduate students, this volume is particularly relevant to those interested in social stratification, equity-minded policies, implications of the current standards movement and high stakes testing, and the development of programs and practices for improving education.
Download or read book An Analysis of the Effects of Early and Late Dyslexia Intervention on Male and Female Fifth Grade Students Reading Scores written by Jamie L. Davidson and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there is a significant difference in test scores on the Grade Five Reading State of Texas Assessment of Academic Readiness involving male and female students identified as having the characteristics of dyslexia who received early dyslexia intervention and those who received late dyslexia intervention, and whether improvement in test scores for these males and females depend on the timing of individual student dyslexia intervention. This research study was undertaken in one north central Texas suburban public school district. For the purpose of this study, early dyslexia intervention refers to the dyslexia intervention for students identified as having the characteristics of dyslexia in first, second, or third grade and who began to participate in a dyslexia intervention program upon identification. Additionally, late dyslexia intervention refers to the dyslexia intervention for students identified as having the characteristics of dyslexia in fourth or fifth grade and who began to participate in a dyslexia intervention program upon identification. The participants included 130 students who were identified as having characteristics of dyslexia and who were administered the Grade Five Reading STAAR test in one north central Texas suburban public school district during the May 2022 test administration. The participants included 91 students who received early dyslexia intervention and 39 students who received late dyslexia intervention, with the sample consisting of 78 male students and 52 female students. A two-way between subjects analysis of variance (ANOVA) was utilized to determine if there were significant differences in Grade Five Reading STAAR test scores between students who received early dyslexia intervention and those who received late dyslexia intervention, of male and female students, and whether test scores for males and females depend on the timing of individual student dyslexia intervention. Results of the study suggest that there was no significant difference in Grade Five Reading STAAR test scores between students who received early dyslexia intervention and those who received late dyslexia intervention, and also no significant difference existed between the scores of male and female students. Another key finding within this research study was that test scores for males and females do not depend on the timing of individual student dyslexia intervention.
Download or read book The Effects of Cross age Reading Intervention on Low performing Fourth Grade Tutors Reading Fluency Attitude Toward Reading and Self concept written by Susan Abraham and published by . This book was released on 2007 with total page 134 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
