Download or read book An Investigation of the Effects of READ 180 on Fourth Grade Reading Achievement and how Selected Teachers Implement the Program written by Anne Judith Hubbard and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Read 180 Implementation written by Robin L. Felty and published by . This book was released on 2007 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methodological study examined the impact the READ 180 reading program has on increasing the percentage of minority and economically disadvantaged eighth grade students achieving proficiency in reading on the Pennsylvania System of School Assessment (PSSA). The descriptive case study also investigated the program's effect on students' motivation to read. Participants in the study included seven eighth grade teachers who worked exclusively with eighth grade students in an alternative education school located in an urban school district in Pennsylvania. Quantitative and qualitative data collection provided information about READ 180's effect on increasing reading proficiency on the PSSA, and teachers' perceptions about the effectiveness of the program on improving reading proficiency and students' motivation to read. Quantitative reading data from 22 eighth grade students were obtained throughout the 2006-2007 school year from 4Sight Benchmark Reading Test 1, Test 3 and Test 5. Additional quantitative data were collected through administration of the PSSA Reading test. Qualitative data were gathered from seven teachers who completed the Teachers' READ 180 Perceptions Survey, a 20-item Likert scale instrument, and five teachers who participated in subsequent interviews and classroom observations. Findings of the study showed that READ 180 improved the reading proficiency of students on the PSSA. Baseline data from 4Sight Test 1 indicated that three students read at grade level with proficiency. Posttest data from the PSSA showed that 50% of the eighth grade students read with proficiency. Research findings from the survey responses revealed teachers' perceptions that the READ 180 program improved students' reading proficiency in specific ways. A high level of agreement occurred among participants' perceptions that READ 180 improved students' decoding skills, reading fluency, vocabulary, and comprehension. Higher levels of agreement were seen in participants' perceptions that READ 180 increased students' motivation to read.

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 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 An Investigation of Teachers Perceptions of Factors that Influence the Implementation of the READ 180 Program written by Deonna Foster Wilemme and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last two decades, interests in the cyclical nature of reading failure have increased, resulting in programs designed to address the needs of adolescent students. Among many programs for older struggling readers, READ 180 is a program widely used in urban schools that addresses the needs of older struggling students. The purpose of this study was to determine what, if any, teacher and administrator practices used in the READ 180 program best support the literacy learning of older struggling readers in an urban school district that is populated predominantly by African American students.Four research questions guided this study: (1) what are the relationships between selected demographic characteristics of READ 180 teachers and their students' approximate grade-level gain in reading? (2) What is the relationship between selected teachers' reported use of instructional practices and their students' approximate grade-level gain in reading? (3) What is the relationship between teachers' perceptions of READ 180's potential for students' literacy learning and their students' approximate grade-level gain in reading? And (4) What is the relationship between teachers' perceptions of administrative support and their students approximate grade-level gain in reading?The analysis of the data yielded four major findings. There was a statistically significant difference in the age and years of teaching experience in READ 180 of those teachers whose students scored at or above the district norms and those who scored below district norms. There were no statistically significant differences between the two groups of teachers in their reported classroom practices, perceptions of the READ 180 programs' potential for improving students' literacy learning, or perceptions of administrative support. However, from the open-ended responses, two classroom practices were identified as most useful, small-group instruction and computer-assisted instruction, while independent reading and whole-group instruction were identified as least useful. The two strategies that were identified by teachers as most helpful and most needed for administrative staff were access to supplies as most helpful and scheduling and monitoring of students as most needed. The findings of the study led to implications for practicing teachers, administrators, and researchers.

Download or read book An Investigation of the Effects of Read 180 on the Reading Achievement of Secondary Students written by Lorene Axvig (M.S., M.) and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Impact of the Read 180 Program written by Stephanie D. Corbin and published by . This book was released on 2016 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined Read 180 student Lexile level reading scores and perceptions of teachers at the elementary level regarding student achievement in the content areas. Three research questions guided this mixed methods study and data were collected using a survey with an open-ended question and individual interviews to determine teacher perceptions of the Read 180 program in regard to student achievement in the content area classroom. Lexile level student scores were analyzed to determine if the Read 180 program had an impact on student reading scores and were then compared to teachers' perceptions of student achievement in the content area classroom. Results revealed overall student reading growth through increased Lexile level scores; however, student annual expected growth, according to Scholastic's annual growth chart, was minimal. Teachers' perceptions of overall student performance in the classroom were divided by the results. There was no overwhelming consensus with regards to overall academic improvement in the content area classroom. An area of teacher concern was with reading comprehension in the content area classroom. Teachers were not seeing increased comprehension and expressed that Read 180 students were not on grade level with their achievement.

Download or read book The Effects of Read 180 on Fourth and Fifth grade English Learner Students and English Only Students written by Julie Nesbitt and published by . This book was released on 2016 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Read 180 is a reading program designed for students whose reading achievement is below the proficient level. The goal of Read 180 is to address gaps in students' skills through the use of a computer assisted instruction intervention. The purpose of this quantitative study was to determine the effects of Read 180 on the reading achievement of fourth- and fifth-grade English Learner students and English Only students at three elementary schools located in California's Central Valley. This study was designed to measure the success of student participants who participated in a daily 90-minute structured reading block. For each participant, the Scholastic Reading Inventory (SRI) was administered twice, to establish baseline data for the first academic quarter, and at the end of fourth academic quarter to determine if changes in achievement occurred between the pretest and posttest. Paired sample t-tests were used to determine if significant differences existed in the reading achievement of fourth and fifth-grade English Learner students and English Only students after 1 year of participation in Read 180. The level of significance was set at .05. The results indicated a significant difference between the means of the pre and posttest scores. The mean posttest scores were significantly higher than the mean pretest scores for each group.

Download or read book The Impact of the Read 180 Program on Response to Intervention written by Kimberly Roshell Rakestraw and published by . This book was released on 2013 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the impact of the Read 180 program as a Response to Intervention reading strategy tool for middle school students. This study explored the effect of the RtI-designed technology-based reading program on seventh and eighth-grade students labeled as at-risk for reading failure. Data was analyzed using the standardized analysis of covariance (ANCOVA). Participants in this study were given pseudonyms to protect their identity and scores. In addition, pseudonyms for the county and school where research was conducted were provided. The results of the study indicated that the Read 180 program at the focus school of this study did impact the reading achievement of Read 180 participants. Keywords: {No Child Left Behind, Lexile, Response to Intervention, Georgia Criterion Reference Competency Test, Adequate Yearly Progress, At-risk Students, Struggling Reader.}

Download or read book An Assessment of READ 180 Regarding Its Association With the Academic Achievement of At Risk Students in Sevier County Schools written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: READ 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program addresses individual learning styles through adaptive software, interesting literature, and direct instruction with reading skills. The purpose of this study was to compare the achievement of academically at-risk students in Sevier County Public Schools in East Tennessee who participated in the READ 180 pilot program with the achievement of their academically at-risk peers not enrolled in the intervention program before and after its implementation in order to assess the reading intervention program. The Sevier County school system, after extensive study and involved research, decided to allocate over $750,000 into the READ 180 reading intervention program at the beginning of the 2004-2005 school year. The study included students in grades 5 and 7 who participated in the READ 180 pilot program and their at-risk peers in grades 5 and 7 who did not participate in the READ 180 program. The select group of at-risk students participated in READ 180 as a pilot program to determine the impact of the program upon each student's academic achievement. The students were selected for the study based upon their composite reading TCAP score being in the lowest quartile, thus deeming the student at-risk. Test scores reported for 2004 and 2005 on the Tennessee 3 Comprehensive Assessment Program were obtained from the Sevier County school system's records. Comparisons were made on the TCAP total reading-language scores, total math scores, gender, and socioeconomic assessments. Differences between the program's groups (READ 180 at-risk participants and nonparticipants) on "pre-READ 180" scores were measured using two 3-way ANOVA models, one for 5th grade and one for 7th grade. Results from the study showed that READ 180 was significantly associated with the success for many of the at-risk students whether by gender, socioeco.

Download or read book An Investigation of the Effects of READ 180 on Student Achievement in One Middle Tennessee Middle School written by and published by . This book was released on 2014 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this study is to compare at-risk students who are enrolled in the READ 180 program to their at-risk peers who are not enrolled in the program. The research focuses on whether or not READ 180 has an effect on reading achievement scores, race, gender, and socioeconomic status.

Download or read book Evaluating Intervention Effects of Scholastic READ 180 on Low Achieving Incarcerated Youth written by Jing Zhu and published by . This book was released on 2010 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: Among various interventions targeting adolescent students who read significantly below grade level, the Scholastic READ 180 is an intensive daily program that makes use of technology and combines research-based reading practices. Since the launch of READ 180, Scholastic Inc. and many schools that have deployed the program have been jointly conducting impact analyses. Although many studies maintain that students receiving READ 180 display remarkable growth on reading achievement, the majority of these studies are inadequate to provide strong evidence for causal conclusions of the intervention effectiveness of READ 180 according to the WWC (What Works Clearinghouse) Evidence Standards (2006). In addition, there is no literature found regarding the impact of READ 180 on the population of incarcerated youth. As a result, based on a randomized clinical field trial, the major purpose of this longitudinal study was to investigate if READ 180 had a meaningful impact on the reading proficiency of low-achieving incarcerated youth over time, when comparing the experimental group with a comparison group being instructed with a traditional educational reading program on reading achievement and growth. (Contains 13 tables.).

Download or read book READ 180 written by Griselda Lozano and published by . This book was released on 2010 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The present study examines the effects that the READ 180 intervention program had on at-risk high school students. For the purpose of this study students identified as at risk were subjected to criteria set by the district, and included English Language Learners, Special Education Students and students who were economically disadvantaged. Other students who met the set criteria included students who failed to pass their third administration of TAKS or TAKS in the 8th grade, 9th graders who received 2100 or less, and second year 9th grade students who failed TAKS or TAKS A as 9th graders. The intervention focused on improving students' reading proficiency levels by observing the effects the program had on students' reading Lexile Levels and TAKS scores upon completing the READ 180 program. The data collected was preexisting data of 62 students who received the intervention for a period of one school semester. The participants spent a total of 90-minutes a day receiving reading intervention that focused on the application of mixed method instruction including: teacher-led whole-group instruction, small group instruction, modeled and independent reading, and interaction with instructional software. The sample use din the study involved five READ 180 classes from two different campuses within a school district in South Texas. The data were gathered and observed to examine the degree of improvement students experiences in reading comprehension during the course of the six months. The result of the study indicated that READ 180 did have and effect on student reading proficiency based on the student's pretest and posttest reading Lexile Levels and TAKS scores. The data show that, based on the reading Lexile pretest scores administered in January 2010 and posttest administered in April 2010, students averaged a gain of 50.9L. Participants also showed and increase in TAKS scores. Pretests of TAKS exams administered in Spring of 2009 showed that 6.5% of students passed TAKS. The examination of posttest exams administered in Spring of 2010 indicated that 37.1% of students passed their TAKS exams. On average 80.6% of the sample reported gains. Based on the results presented by the pre-and posttest data the research concluded that the interventions presented b the READ 180 program had a positive effect on reading levels of the sample population. The researcher further concluded that the READ 180 intervention program has the potential to provide the school district with researched-based instructional techniques needed to improve the reading proficiency levels of at-risk high school students. As a result of the study, the researcher recommended that the school district consider moving forward with the use of the READ 180 program.

Download or read book The Effects of READ 180 on the Reading Proficieny of English Language Learners written by Fabiola Duran and published by . This book was released on 2018 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: READ 180 is an intervention program designed to increase the reading levels of students who are not proficient readers. The purpose of this study was to determine the effects of READ 180 on the reading achievement of fifth grade English Language Learners. The participants of this study were enrolled in READ 180 and were identified as English Language Learners. The participants participated in a daily 90-minute structured reading block for an entire academic school year. The Reading Inventory (RI), a computer-adaptive assessment, was used to measure students’ reading levels and served as the outcome measure of this study. For each participant, the RI was administered at the beginning of the academic school year to establish a baseline and secondly at the end of the fourth quarter to determine final results. This quantitative study used data retrieved from the district’s database. A paired sample t-test was used to determine if a significant change existed in the reading achievement of fifth grade English Language Learners after one year of participation in READ 180. The level of significance was set at .05. The results indicated a significant change in reading achievement between the pretest and posttest. The mean of the posttest was significantly higher than the mean of the pretest.

Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Routledge. This book was released on 2017-04-07 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.

Download or read book An Investigation of the Program Read 180 and the Effect it Has on Students Reading Scores and Students Grades written by Michelle R. Benavidez-Candelaria and published by . This book was released on 2006 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Students perceptions of Read 180 at the middle school level written by Erica L. Johnson and published by . This book was released on 2011 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: