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Full-Text Articles in Education
Effects Of The Helping Early Literacy With Practice Strategies (Helps) Program On Reading Fluency With English Language Learners, Heeyeon Chung
Effects Of The Helping Early Literacy With Practice Strategies (Helps) Program On Reading Fluency With English Language Learners, Heeyeon Chung
Legacy Theses & Dissertations (2009 - 2024)
The purpose of this study was to investigate the effect of the HELPS Program on the reading fluency skills of English Learners (ELs) using a multiple-baseline single case design methodology. Participants in this study included five ELs attending a public elementary school in northern New York State. Students were identified for participation through a review of available records indicating below-average reading fluency skills and/or teacher recommendations based on reading fluency performance in the classroom. Visual analysis and Hierarchical Linear Modeling (HLM) were used to evaluate Words Correct Per Minute (WCPM) scores from the Dynamic Indicators of Basic Early Literacy Skills …
A Comparison Of Three Tablet-Based Sight Word Flashcard Interventions, Brandon Paul Sinisi
A Comparison Of Three Tablet-Based Sight Word Flashcard Interventions, Brandon Paul Sinisi
Legacy Theses & Dissertations (2009 - 2024)
The purpose of the present study was to compare the efficiency of three tablet-based flashcard sight word interventions with varying ratios of known to unknown material that have historically been administered in paper-based form. To control for level of intervention duration, which tends to vary due to the presence of different amounts of known items across the conditions, the OTR for each flashcard procedure across intervention sessions were fixed. Additionally, this study investigated four specific outcome variables for each intervention: (a) the rate of learning new sight words (i.e., acquisition per minute of instruction), (b) skill maintenance of learned sight …
The Effects Of Comprehension Monitoring Strategies Instruction From The Interactive Strategies Approach-Extended On Intermediate-Grade Struggling Readers' Reading Comprehension, Shufen Wang
Legacy Theses & Dissertations (2009 - 2024)
This study investigated the relationship between teachers’ comprehension monitoring strategies instruction and students’ reading comprehension in the context of the Interactive Strategies Approach –Extended intervention (ISA-X, Gelzheiser et al., 2011). In the ISA-X, the teachers were encouraged to provide third and fourth grade students with comprehension monitoring strategies instruction, which was called “Mix up? Fix up!” (MUFU) strategies instruction. The study focused on students who had grade-appropriate reading accuracy but limited reading comprehension.
Two Approaches To Measuring The Effect Of The Interactive Strategies Approach-Extended On Student Reading Motivation, Lindsey M. Rosecrans
Two Approaches To Measuring The Effect Of The Interactive Strategies Approach-Extended On Student Reading Motivation, Lindsey M. Rosecrans
Legacy Theses & Dissertations (2009 - 2024)
The Interactive Strategy Approach -Extended (ISA-X) reading intervention was provided to 3rd and 4th grade struggling readers in three school districts. A first question was to determine if students participating in the intervention showed greater reading motivation than those in a control group. A total of 103 students had been assessed for reading accuracy and comprehension as well as reading motivation using the Reading Engagement Index (REI). An experimental approach to analysis was used. January motivation scores were examined in order to compare a control group (students receiving supplementary AIS instruction) and treatment group (students receiving ISA-X intervention). Although the …
Word Calling In 3rd And 4th Graders: Exploring Student And Teacher Characteristics, Lindsay Starr Couzens
Word Calling In 3rd And 4th Graders: Exploring Student And Teacher Characteristics, Lindsay Starr Couzens
UNLV Theses, Dissertations, Professional Papers, and Capstones
Reading difficulties in elementary school-aged children may occur when two components of reading- word identification, comprehension, or both of these skills- are weak or underdeveloped (Gough, 1972; Hoover & Gough, 1990; Joshi & Aaron, 2000; Savage, 2001). One type of reading difficulty that is frequently identified by teachers is known as "word calling." Previous research (Hamilton & Shinn, 2003; Hendricks, Reynolds & Sinatra, 2003, Meisinger, Bradley, Schwanenflugel, Kuhn, & Morris, 2009) found that teachers were not accurate in their identification of word callers (word callers). They tended to over-identify these students in their classrooms, confusing them with typical struggling readers. …