Download or read book The Impact of Early Intervention on the Reading Achievement of Second Grade Students written by Jannie Harper Clinkscales Hill and published by . This book was released on 2002 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of an Early Intervention Program on the Reading and Mathematics Achievement of Second Graders written by Janice Hill Williams and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Reading Recovery Intervention on the Reading Achievement of Selected Second Grade Students written by Kathy Laboard Brown and published by . This book was released on 1999 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book IReady Intervention and Its Impact on Reading Achievement of At risk Second Grade Students in Rural Settings written by Jena Verser and published by . This book was released on 2020 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effectiveness of the Response to Intervention program (iReady) and it's impact on at-risk second grade students. This purpose of this study was to additionally examine the gains of those students and to examine the impact of parental involvement and teacher efficacy on their reading achievement.

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 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 The Effects of Using IReady Reading as a Reading Intervention Program on Reading Achievement for Second Grade Students written by Jennie Costa and published by . This book was released on 2018 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of using iReady as a reading intervention program on reading achievement for second grade students. The participants consisted of 45 second-grade students. Students engaged in online iReady lessons various times per week. The groups consisted of a treatment and control group. The treatment group received online iReady sessions at least five times a week for 20 minutes along with whole class English language arts instruction and additional small group instruction focused on targeted needs with the teacher for 20 minutes. The control group received regular whole class English language arts instruction for 20 minutes with iReady sessions three times a week for 20 minutes with no additional computer lessons and/or activities. An ANCOVA was run to determine if there was a significant difference between those who participated in the intervention and those who did not. A t-test was also run to examine the change from pre- to post-test score on both the iReady diagnostic assessment and the STAR reading assessment. There was not enough evidence to indicate the treatment made a difference on either assessments. Conclusions are presented.

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 The Impact of Professional Development on Reading Achievement and Teacher Efficacy in Delivering Small Group Reading Instruction written by Sarah McGrady Schmidt and published by . This book was released on 2017 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literacy is an equity issue of significant importance; students who do not read on grade level by the end of third grade are more likely to drop out of high school and less likely to attend post-secondary education (Lesnick, Goerge, Smithgall, & Gwynne, 2010). Early interventions in Kindergarten through second grade can ameliorate problems which struggling readers experience (Torgesen, 2004). Teachers are poorly prepared to provide the type of intervention instruction necessary to assist these struggling students (Birman, Desimone, Porter, & Garet, 2000; Neuman & Cunningham, 2009). The purpose of this mixed-methods participatory action research study was to examine the effects of professional development designed on principles of effectiveness and factors influencing self-efficacy on student reading achievement and self-efficacy beliefs of participating teachers in K through second grade. A dependent sample t-test showed students of teachers participating in professional development demonstrated statistically significant increases in reading achievement, as measured by the PALs concept of word assessments and guided reading level. The Teachers’ Sense of Efficacy for Literacy Instruction (TSELI) instrument assessed teachers feelings of efficacy pre and post training; a dependent sample t-test demonstrated teachers experienced statistically significant increases in literacy self-efficacy. Interview data indicated that the verbal persuasion, vicarious and mastery experiences from the professional development impacted their feelings of self-efficacy. Recommendations include: implement future professional development based on the study model; train remaining teachers in the same manner; employ a part-time literacy supervisor to ensure fidelity going forward.

Download or read book The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement NCEE 2008 4030 written by Michael S. Garet and published by . This book was released on 2008 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: To help states and districts make informed decisions about the professional development (PD) they implement to improve reading instruction, the U.S. Department of Education commissioned the Early Reading PD Interventions Study to examine the impact of two research-based PD interventions for reading instruction: (1) a content-focused teacher institute series that began in the summer and continued through much of the school year (treatment A) and (2) the same institute series plus in-school coaching (treatment B). The Early Reading PD Interventions Study used an experimental design to test the effectiveness of the two PD interventions in improving the knowledge and practice of teachers and the reading achievement of their students in high-poverty schools. It focused specifically on second grade reading because (1) this is the earliest grade in which enough districts collect the standardized reading assessment data needed for the study; and (2) later grades involve supplementary instruction, which was outside the scope of the study. The study was implemented in 90 schools in six districts (a total of 270 teachers), with equal numbers of schools randomly assigned in each district to treatment A, treatment B, or the control group, which participated only in the usual PD offered by the district. This design allowed the study team to determine the impact of each of the two PD interventions by comparing each treatment group's outcomes with those of the control group, and also to determine the impact of the coaching above and beyond the institute series by comparing treatment group B with treatment group A This report describes the implementation of the PD interventions tested, examines their impacts at the end of the year the PD was delivered, and investigates the possible lagged effect of the interventions, based on outcomes data collected the year after the PD interventions concluded. The study produced the following results: (1) Although there were positive impacts on teacher's knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the study PD, neither PD intervention resulted in significantly higher student test scores at the end of the one-year treatment; (2) Added effect of the coaching intervention on teacher practices in the implementation year was not statistically significant; and (3) There were no statistically significant impacts on measured teacher or student outcomes in the year following the treatment. Twelve appendixes are included: (1) Theory of Action and Development for the PD Interventions for the Early Reading PD Interventions Study; (2) Details on the Study Design and Implementation; (3) Details on Teacher Data and Teacher Sample Characteristics; (4) Reading Content and Practices Survey Design and Scales; (5) Classroom Observer Training and Inter-Rater Reliability; (6) Classroom Observation Scales and Descriptive Statistics; (7) Details on Student Data, Sample Characteristics and Achievement Measures; (8) Validation of the Survey Data on Professional Development Participation; (9) Estimation Methods and Hypothesis Testing; (10) Fall 2005 Short-Term Teacher Practice Outcomes; (11) Supporting Tables and Figures for Impact Analyses; and (12) Supplementary Analyses. (Contains 165 footnotes, 35 figures, and 85 tables.).

Download or read book A Report on Longitudinal Evaluations of Preschool Programs written by and published by . This book was released on 1974 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effectiveness of Early Intervention Programs on the Reading Achievement of Third and Fifth Grade Students written by Delight Elizabeth Corbin and published by . This book was released on 2008 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Read Naturally on Oral Reading Fluency Skills for First and Second Grade Students Participating in a Response to Intervention Instructional Model written by Amy Gilcrest Falk and published by . This book was released on 2008 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of Read Naturally, a research-based intervention which utilizes repetitive reading, with 10 first and second grade students considered at risk or some risk in oral reading fluency (ORF) (Ihnot & Ihnot, 1996). The researcher utilized a Response to Intervention (Rtl) Model over a 4-week, 2-month, and 6-month period. Data were collected using Dynamic Indicators of Basic Early Literacy Skills (DIBELS®) and pre-and post-scores from Read Naturally (Good & Kaminski, 2002; Ihnot & Ihnot, 1996). Historical data were also used to measure the words read per minute in Group A and Group B in the pre-test. ORF data were examined to ascertain responsiveness or non-responsiveness to the intervention for each student. Collected data were used to determine whether a student had a specific learning disability (SLD). Quantitative data suggested that implementing Read Naturally over a 2-month and 6-month period increased ORF skills. Student inconsistent attendance and time over the 4-week period resulted in inconclusive data. The researcher emphasized the importance of fidelity of instruction, on-going professional development, and time for collaboration amongst educators. The researcher argued that Rtl should be used in the process of determining if a student has a SLD. She focused on early intervention utilizing a preventative model instead of the discrepancy model, or psycho-educational assessments, which focus on qualification for special education.

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 A Report on Longitudinal Evaluations of Preschool Programs written by United States. Children's Bureau and published by . This book was released on 1974 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Report on Longitudinal Evaluations of Preschool Programs Longitudinal evaluations by Sally Ryan written by United States. Office of Child Development and published by . This book was released on 1974 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Early Reading Intervention on 2nd 3rd Grade Reading Achievement written by Drew Wellman and published by . This book was released on 2007 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: