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The Effects Of A Systematic Tier 2 Intervention On Kindergartners' Dibels Benchmarks, Richard Kyle Abernathy
The Effects Of A Systematic Tier 2 Intervention On Kindergartners' Dibels Benchmarks, Richard Kyle Abernathy
Doctoral Dissertations and Projects
This study investigated the effects of teaching prescriptive and teacher-guided decoding lessons to kindergarten students in need of Tier 2 interventions in the Georgia Response to Intervention protocol based on DIBELS curriculum-based measurements. A causal-comparative design was used to examine spring 2018 DIBELS benchmarks scores of kindergarten students in a large rural school district in northwest Georgia. Students in the treatment group received Tier 2 intervention following a newer curricula termed Differentiated Reading Instruction (DRI) from the manual How to Plan Differentiated Reading Instruction (2017). Students in the control group received a similar commercially-based intervention. The curriculum-based measurement, DIBELS, served …
The Impact Of Teacher Attitudes And Perceptions Of Direct Instruction On Student Achievement In Reading, Sharon Collum
The Impact Of Teacher Attitudes And Perceptions Of Direct Instruction On Student Achievement In Reading, Sharon Collum
Doctoral Dissertations and Projects
According to the National Center for Education Statistics (2004), 37% of America's fourth graders are not reading at grade level. This statistic has remained unchanged for over a decade (NCES, 2004). Findings from multiple studies indicate more research on successfully implementing reading interventions is needed (Begeny & Silber, 2006; Begeny, Krouse, Ross, & Mitchell, 2009). Barnyak and Paquette (2010) suggested that although teachers learn new methods, they return to the strategies they are most comfortable using. The purpose of this qualitative case study was to determine if teacher attitudes and perceptions of direct instruction impacted student achievement in reading. Elementary …