Download or read book The Impact of Fourth graders Participation in the Reading Education Assistance Dog R E A D Program Has on Overall Reading Vocabulary Comprehension and Lexile Scores written by Sara Tamborello (Ed.D. candidate at the University of Hartford) and published by . This book was released on 2017 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this exploratory case study was to examine if fourth-graders in an educational, after-school care program who participated in a Reading Education Assistance Dog (R.E.A.D.®) therapy program improved their overall reading, vocabulary, comprehension, and Lexile® scores as assessed by the Gates-MacGinitie Reading Test (GMRT). Fourth-grade students who attended an educational, after-school care program at a rural elementary school in New England were the subjects of this study. There were eight participants in the study. Employing a quasi-experimental design, five participants in the experimental group participated in the R.E.A.D. ® program and three participants in the control group did not participate in the R.E.A.D.® program. The GMRT pretest and posttest scores of fourth-graders who participated in a ten-week R.E.A.D.® program were compared with the scores of fourth-graders who did not participate in a R.E.A.D. ® program prior to taking the GMRT posttest. The lens for this study was Meehan and Smith’s (2010) comparative case study “Reading Aloud to Dogs Improves Reading Skills and Self-Animal Perception Among School-Aged Children.” The authors found that third-grade children who read aloud to reading dogs improved their reading fluency by an average of 12% and children in various grades who were home-schooled improved by an average of 30%. This study sought to examine if reading aloud to dogs through participation in the R.E.A.D.® program also improved participants’ overall reading, vocabulary, comprehension, and Lexile® scores. Although slight growth was exhibited in all of the areas studied, the findings were not significant. One factor may have been the small sample size. However, teachers, administrators, and educational, afterschool care programs should be emboldened to bring the R.E.A.D.® program to work with struggling readers in their schools or programs.
Download or read book Children with Emotional Disorders and Developmental Disabilities written by Marian Sigman and published by Grune & Stratton, Incorporated. This book was released on 1985 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book College elementary School Reading Partners written by Rebecca Sue Kelly Huechteman and published by . This book was released on 1998 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine what effects a college and elementary student supplemental independent reading partner project had on the attitudes, word attack skills, and reading comprehension of average fourth grade readers. The study involved 52 fourth graders who had scored in the third quintile on the reading subtest of the Missouri Mastery Achievement Test at the end of the third grade. All elementary students involved in the study were pre-tested and posttested through administrations of the Elementary Reading Attitude Survey and the Word Attack and Passage Comprehension subtests of the Woodcock-Johnson Psycho-Educational Battery Revised . The 26 students making up the treatment group were assigned college reading partners who met with them twice a week for a half-hour period of recreational reading. The other 26 students, the control group, received only regular classroom instruction. The data in this study were analyzed using analysis of covariance. The posttest means were compared using pretest scores as the covariate and posttest scores as the dependent variable. Results of the analysis revealed a significant improvement in the academic reading attitude, the recreational reading attitude, and the word attack scores of the treatment group when compared to the control group. The improvement in passage comprehension of the treatment group when compared to that of the control group was not statistically significant, but was approaching significance. On the basis of this study it can be concluded that a college-elementary reading partnership which focuses on recreational reading can improve the reading attitudes, word attack skills, and passage comprehension of the average fourth grade reader.
Download or read book International Comparisons in Fourth grade Reading Literacy written by and published by . This book was released on 2003 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Coming Distractions written by Frank Baker and published by Capstone. This book was released on 2007 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: Describes what media are, how movies are part of media, and encourages readers to question the medium's influencial messages.
Download or read book Comparison of the Effects of Training In Expository Text Structure Through Annotation Textmarking and Training In Vocabulary Development on Reading Comprehension of Students Going Into Fourth Grade written by Lily Janise Gentry and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Fifty-seven pre-fourth-graders from 14 private schools participated to determine (a) if teaching text structure with annotation produced higher comprehension scores than the method of teaching vocabulary, and (b) if the effect of instructional method on reading comprehension was the same for male and female students. Effects were measured by immediate posttest and follow-up test NCE scores of the Stanford Diagnostic Reading Test, Fourth Edition (SDRT4) containing components of Comprehension and Vocabulary. The design was a true experiment using a matched comparison-group format. Participants were placed in one of two independent 3-week reading workshop sessions, then randomly assigned to one of two conditions: (a) finding text structure when reading expository text and annotating (TSA group), and (b) extending vocabulary knowledge (VK group). The second session duplicated the first with different participants. Each group received five two-hour lessons. The hypothesis was that scores on the immediate posttest and follow-up test (two months later) on the Comprehension component of the SDRT4 would be higher for pre-fourth-graders in the TSA than in the VK group. The hypothesis was not supported by results of a two 2 (Method) X 2 (Gender) analysis of covariance (ANCOVA) with the pretest as the covariate. Analyses indicated:1. Reading comprehension and vocabulary scores on the immediate posttest and the follow-up test were not statistically significantly higher for TSA compared to VK students. 2. Females scored significantly higher on the Vocabulary and Comprehension posttest. 3. The interaction of Method X Gender was statistically significant on the Vocabulary follow-up test, males benefiting more from vocabulary instruction. Implications suggest: (a) teacher education courses address gender learning differences and schools should examine curricula for male- and female-friendly standards; (b) this study's vocabulary method of instruction inspired children to use new words in speaking and writing; and (c) identifying text structure and annotating are developmental, maturational skills. Maturity level and gender differences in learning raise questions: At what grade level should text structure with annotation be implemented? How can this method be taught to accommodate gender learning differences?
Download or read book A Study of Achievement of Fourth grade Students Participating Or Not Participating in an Exemplary Center for Reading Instruction Program written by Judy Price Neal and published by . This book was released on 1994 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there were significant differences in achievement of fourth grade students who had participated in an Exemplary Center for Reading Instruction (ECRI) program and those who had not participated. The raw scores in Reading Comprehension, Total Reading, and Total Language of the Stanford Achievement Test, Form K, were used to test the variables. The study covered the period from April, 1992 to April, 1994. The hypothesis that there will be no significant differences between the Reading Comprehension scores, Total Reading scores, and Total Language scores were tested. The null hypotheses were not rejected. The results of the t-test showed that there were no statistically significant differences between the scores of the participants in an ECRI reading program and participants not in an ECRI reading program.
Download or read book The Relationship Between Read 180 and Reading Comprehension Growth for Struggling Fourth Grade Students in One Elementary Intervention Classroom written by Trisha J. Morel and published by . This book was released on 2018 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that reading intervention for struggling students is imperative at a young age for future success. The goal for all students is to be college and career ready, and wise participants in society. The purpose of this study was to determine the relationship between the Read 180 program and growth in reading comprehension for struggling readers. It was a search to better understand the instructional strategies needed to support reading comprehension. It was also a search to understand how motivation plays a role in affecting student academic success, and the components of the program including technology that has embedded motivational pieces. Lastly, it was a search to better understand how to support teachers in their knowledge to advance student achievement. The study was conducted in a general education intervention classroom servicing students who were scoring Below Basic in their reading skills. The results suggest that there is a strong relationship between the Read 180 program and growth in reading comprehension. The majority of the students made gains in comprehension as measured by the Reading Inventory during the study with a strong positive correlation r = 0.469.
Download or read book The Impact of Parent Involvement on Reading Comprehension Scores of Fourth grade Students written by Steven Gulas and published by . This book was released on 2010 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading to Dogs written by Heather Sheree Welsh-Griffin and published by . This book was released on 2018 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this nested and layered case study was to explore the experiences of students participating in a reading to dog program. Ten student participants (nine were struggling readers) were enrolled in a sixty minute per week, ten-week reading to dog program. Participants completed a motivation to read interview and an informal reading inventory (for fluency and comprehension) and parents of the participants were interviewed before and after the ten-week program. During the reading to dog program, the participants read leveled and library books for 30 minutes to an assigned dog, with dog handlers and volunteer listeners in the reading room. The researcher took observational and anecdotal notes throughout the program. The data from the assessments and observational notes were analyzed for patterns and themes. Participants' enthusiasm, resilience and parent perceptions of satisfaction with the program were evident themes. One participant had improvements in all areas: motivation to read, fluency, and comprehension, whereas the other participants' scores were variable from the beginning to the end of the program but there were more gains than losses. This case study revealed the positive nature of a reading to dog program, the participants' enjoyment of the program, and the positive experiences of the parents. Due to the qualitative nature of exploring this case, it is unclear how the reading to dog program impacts students' reading skills. A call for future research is offered for studies that can determine what factors contribute to improving students' reading skills in a reading to dog program.
Download or read book The Impact of a Book Flood on Reading Motivation and Reading Achievement of Fourth Grade Students written by and published by . This book was released on 2017 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading proficiency makes profound differences in reasoning and the ability to learn new information. Past research has indicated that avid readers demonstrate superior literacy development and a wide-range of knowledge across subjects (Allington, 2011; Guthrie, 2008; Krashen, 2004). In a contrasting trajectory, a child who does not engage in reading has limited exposure to a wide vocabulary (Cunningham & Stanovich, 1997) and a gap in knowledge ensues that adversely impacts literacy into adulthood (Hodgkinson, 1995; Neuman & Celano, 2006). This quasi-experimental study examined the impact of readily accessible books on students' motivation to read, attitudes towards reading and reading achievement when students are provided daily opportunities to read self-selected materials provided through a book flood. Book floods are designed to provide a large number of books to a classroom with limited books. Thirty-eight fourth grade students from two intact classrooms were assigned as the treatment (n=19) and the control group (n=19). Participants in both the control and treatment group were administered pre- and post-test to measure reading motivation and attitudes towards reading. Participants' scores from the district mandated assessment were used to measure pre- and post-treatment reading achievement. The fourth-graders in the treatment group were provided 15-minutes daily to read self-selected books from the book flood. Participants in the treatment group recorded and rated the self-selected books in reading logs for a 12-week period. ANCOVA was conducted to compare post-tests results on the Elementary Reading Attitude Survey (M. McKenna & Kear, 1990), the Self-Regulation Questionnaire-Reading Motivation (De Naeghel, Van Keer, Vansteenkiste, & Rosseel, 2012), and the Northwest Evaluation Association Measures of Academic Progress (NWEA, 2003). Analyses of the data indicate significant differences between the control and treatment group on post-test results for recreational autonomous and academic autonomous reading motivation but not on post-test results for attitudes towards recreational and academic reading. Correlation relationships and other descriptive findings are discussed.
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 Building Student Literacy Through Sustained Silent Reading written by Steve Gardiner and published by ASCD. This book was released on 2005 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Steve Gardiner, a high school English teacher, describes how sustained silent reading can help students of all abilities and backgrounds improve their reading skills.
Download or read book Woodcock Johnson IV written by Nancy Mather and published by John Wiley & Sons. This book was released on 2016-01-26 with total page 617 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians Woodcock-Johnson IV: Reports, Recommendations, and Strategies offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. This book offers helpful information for understanding and using the WJ IV scores, provides tips to facilitate interpretation of test results, and includes sample diagnostic reports of students with various educational needs from kindergarten to the postsecondary level. The book also provides a wide variety of recommendations for cognitive abilities; oral language; and the achievement areas of reading, written language, and mathematics. It also provides guidelines for evaluators and recommendations focused on special populations, such as sensory impairments, autism, English Language Learners, and gifted and twice exceptional students, as well as recommendations for the use of assistive technology. The final section provides descriptions of the academic and behavioral strategies mentioned in the reports and recommendations. The unique access code included with each book allows access to downloadable, easy-to-customize score tables, graphs, and forms. This essential guide Facilitates the use and interpretation of the WJ IV Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement Explains scores and various interpretive features Offers a variety of types of diagnostic reports Provides a wide variety of educational recommendations and evidence-based strategies
Download or read book Handbook of Research on Teaching the English Language Arts written by Diane Lapp and published by Routledge. This book was released on 2011-01-18 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its third edition, the Handbook of Research on Teaching the English Language Arts—sponsored by the International Reading Association and the National Council of Teachers of English—offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders provide historical and theoretical perspectives about teaching the language arts focus on bodies of research that influence decision making within the teaching of the language arts explore the environments for language arts teaching reflect on methods and materials for instruction Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one’s knowledge. A Companion Website, new for this edition, provides PowerPoint® slides highlighting the main points of each chapter.
Download or read book The Effects of Direct Decoding Instruction on the Reading Comprehension of 4th Grade Struggling Readers in a Resource Services Program RSP Setting written by Stephanie Williams and published by . This book was released on 2010 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Reconsidered written by Doug Lemov and published by John Wiley & Sons. This book was released on 2016-02-29 with total page 453 pages. Available in PDF, EPUB and Kindle. Book excerpt: TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
