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Articles 1 - 16 of 16
Full-Text Articles in Education
Student Behavior Ratings And Response To Tier 1 Reading Intervention: Which Students Do Not Benefit?, Wilhelmina Van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Sara A. Hart
Student Behavior Ratings And Response To Tier 1 Reading Intervention: Which Students Do Not Benefit?, Wilhelmina Van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Sara A. Hart
Special Education and Rehabilitation Counseling Faculty Publications
Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant and ambiguous; however, students with problem behavior are more often non-responsive to core reading instruction and intensive reading interventions. In this study, we estimated the range of students' behavior ratings in which a core reading instruction intervention was effective using a data set including 3,024 students in K-3. Data came from seven independent studies evaluating the individualized Student Instruction (ISI) Tier 1 reading intervention and were pooled using integrative data …
Science Of Reading Advocates Are Teaching Children To Guess At Words, Andrew P. Johnson
Science Of Reading Advocates Are Teaching Children To Guess At Words, Andrew P. Johnson
Elementary and Literacy Education Department Publications
Tim Shanahan, Louisa Moats, Linnea Ehri, Wilson Reading Systems, Orton-Gillingham profiteers, SOR advocates, the International Dyslexia Association, and other plucky little phonics-first penguins are advocating that meaning-based reading teachers teach children to read by guessing guess at words. This of course is nonsense.
The Effects Of Technology On Reading Fluency In A First Grade Summer School Classroom, Bailey A. Kennedy
The Effects Of Technology On Reading Fluency In A First Grade Summer School Classroom, Bailey A. Kennedy
Master's Theses & Capstone Projects
The purpose of this action research project was to determine if the technology app EPIC! is more effective in helping first-grade students increase their oral reading fluency skills compared to a teacher-assisted, non-technological intervention. Before the interventions began, the students completed three oral timed reading passages at the first-grade level by FASTbridge. This score was used as a baseline for the data. The intervention lasted for two weeks. The experimental group completed stories on the application EPIC! for 15 minutes each session, while the control group completed research based educational games with the researcher. Both were done in addition to …
Research-Based Early Literacy Interventions Or Teacher-Created Early Literacy, Sonja Carson
Research-Based Early Literacy Interventions Or Teacher-Created Early Literacy, Sonja Carson
Master's Theses & Capstone Projects
The purpose of this action research project was to determine if research-based early literacy interventions are more effective than teacher-created early literacy interventions with special education students on letter identification and letter sound recognition. Before the interventions began the students were given the Foundational Skills Survey in Letter Identification and Letter Sound Recognition by Really Great Reading. This score was the baseline for the reported data. For eight weeks the researcher instructed the students using a research-based reading intervention from Really Great Reading's Countdown focused on letter identification and letter sound recognition. This was done in addition to the general …
The Impact Of Reading Intervention On Retained Elementary-Age Students, Elizabeth Lazar
The Impact Of Reading Intervention On Retained Elementary-Age Students, Elizabeth Lazar
Dissertations
Due to historically high rates of retained students, one low-performing school needed to fix the endless cycle of student failure. After implementation of a close reading program, participating students made growth on the state reading test. My main goal was to examine which key elements of this program supported retained third grade students resulting in learning gains. My data showed t-test findings with a statistically significant difference in both scale scores and achievement levels on the state reading assessment.
My recommended policy change provides elementary students with a district-wide close reading program to teach comprehension strategies. Through policy measures, I …
Dyslexia In Schools, Marcie Sienknecht
Dyslexia In Schools, Marcie Sienknecht
Master's Theses & Capstone Projects
Teachers hold high importance in the development of students with dyslexia, especially in the area of beginning reading skills. Early diagnosis and intervention from highly effective teaching professionals plays a critical part in whether or not a student with dyslexia has success in learning to read. Teacher knowledge of dyslexia and a targeted intervention plan are keys to providing students with dyslexia the opportunity to learn and be successful in a variety of aspects: reading, spelling, writing, comprehension, fluency, and any other areas of learning. Students with dyslexia should be able to meet any and all benchmarks through grade level …
Sparking Reading Engagement Through Tablets: An Early Intervention Reading Program And Parent Workshop For Tablets At Home, Rochelle Tkach, Tiffany L. Gallagher
Sparking Reading Engagement Through Tablets: An Early Intervention Reading Program And Parent Workshop For Tablets At Home, Rochelle Tkach, Tiffany L. Gallagher
Reading Horizons: A Journal of Literacy and Language Arts
Research on this intervention program aimed to address whether digital technology (i.e., apps on tablets) contributes to struggling early readers’ (4–6 years old) on-task behavior and level of engagement while learning prerequisite emergent literacy skills (e.g., phonemic awareness, phonics, word recognition and decoding). The research also investigated whether parents/guardians of these students garner new knowledge about the potential of using multimodal applications to support their children’s literacy learning. Students struggling with early literacy worked one on one with a tutor alternating between activities on and off the tablet. Data were collected from two iterations of this program in the winter …
Teacher Scaffolds During Word Solving In The Context Of The Interactive Strategies Approach-Extended (Isa-X) Intervention, Mary Elizabeth Arcidiacono
Teacher Scaffolds During Word Solving In The Context Of The Interactive Strategies Approach-Extended (Isa-X) Intervention, Mary Elizabeth Arcidiacono
Legacy Theses & Dissertations (2009 - 2024)
Research has shown that reading intervention which incorporates word identification strategy instruction can help struggling students improve their reading ability (e.g., Gelzheiser, Scanlon, Vellutino et al., 2011; Scanlon, Gelzheiser, Vellutino et al., 2008; Vellutino, Scanlon, Small, et al., 2006). Since poor readers have benefited from interventions which include direct instruction of word identification strategies, my research focused on word identification strategy instruction; specifically, this study examined the types of scaffolds teachers provided to readers as they practiced being strategic word solvers while reading. This study compared the in-situ conversations between teachers using the Interactive Strategies Approach – Extended (ISA—X, Gelzheiser …
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 Current Overview Of Ten University-Based Reading Clinics, Bethanie Pletcher, Phyllis Robertson, Maureen Sullivan
A Current Overview Of Ten University-Based Reading Clinics, Bethanie Pletcher, Phyllis Robertson, Maureen Sullivan
Reading Horizons: A Journal of Literacy and Language Arts
The purpose of this study was to explore the operations of a sample of university-based reading clinics in order to better understand their functions and practices and to inform the planning for the authors’ own clinic. This study was carried out in two phases. In Phase I, the authors conducted Internet searches and contacted knowledgeable university faculty to create a list of currently operating clinics. They then interviewed 10 reading clinic directors about the structure and functioning of their clinics. Each interview was audio-recorded, transcribed, and focus-coded for themes related to the interview questions. Themes were then grouped into the …
Innovative Teaching Practices To Accelerate Student Learning In The Areas Of Literacy And Science, Michelle Simmons, Paris Bouchard
Innovative Teaching Practices To Accelerate Student Learning In The Areas Of Literacy And Science, Michelle Simmons, Paris Bouchard
Dissertations
The researchers of this joint dissertation aspired to create and implement innovative instructional practices that would accelerate student learning. Both researchers believed in the importance of experimenting with structures and processes that lead to instructional impact. They were both passionate about developing an instructional model that would accelerate student learning by focusing on student transfer of skills. They sought to answer the question, Can learning be accelerated when teachers are supported and encouraged to create and implement instructional practices grounded in research? One researcher studied a practice that would potentially increase students’ ability to think critically and problem solve using …
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 Effect Of Extended Intervention Time On Reading Growth For Middle School Students, Performing Below Grade-Level In Reading, Mary Jean Dehne
The Effect Of Extended Intervention Time On Reading Growth For Middle School Students, Performing Below Grade-Level In Reading, Mary Jean Dehne
Dissertations, Theses, and Projects
Study Abstract
The purpose of this action research study was to determine the effect of extended reading intervention time on the reading growth of middle school students who were below grade level in reading. The study used two research-based interventions: Read 180 in the school setting and Fast ForWord in the out of the school setting. The study conducted in a large midwest school district in the United States compared the reading growth of five students who received Read 180 at school and Fast ForWord after-school for five weeks during the spring term of the school year with a control …
Reading Curriculums And Interventions, Andrew P. Johnson
Reading Curriculums And Interventions, Andrew P. Johnson
Elementary and Literacy Education Department Publications
This paper describes some ideas for designing and implementing research-based reading interventions for struggling readers (mild, moderate, and severe).
The Influence Of Participation In The Leveled Literacy Intervention Program On The Sustained Literacy Achievement For Students In Grades One Through Threev, Veronica Anne Glover
The Influence Of Participation In The Leveled Literacy Intervention Program On The Sustained Literacy Achievement For Students In Grades One Through Threev, Veronica Anne Glover
Seton Hall University Dissertations and Theses (ETDs)
This study evaluated the efficacy of Fountas & Pinnell’s Leveled Literacy Intervention (LLI) program and its effect on struggling readers in the first grade, as well as the sustaining effects of the intervention over a two-year period. The students in the study attended an elementary school in a Central New Jersey public school district and received the LLI supplemental pull out reading program five days a week for 30 to 45 minutes per session as prescribed. The study hypothesized that the LLI program would have a significant effect on the reading progress of struggling first-grade students in the districts’ first …
Teachers’ Experiences Providing One-On-One Instruction To Struggling Readers, Meghan D. Liebfreund, Steven J. Amendum
Teachers’ Experiences Providing One-On-One Instruction To Struggling Readers, Meghan D. Liebfreund, Steven J. Amendum
Reading Horizons: A Journal of Literacy and Language Arts
This study examined the experiences of 12 kindergarten, first-, and second-grade classroom teachers who provided one-on-one intervention instruction for struggling readers within the general classroom context. Teachers were interviewed at the end of the project. Interview statements clustered into four themes: Managing One-on-One Intervention, Observing Student Growth, Acquiring Knowledge about Teaching Reading, and Discovering Specific Characteristics of Good Teaching. Results indicated that positioning the classroom teacher at the center of a reading intervention with support may be a beneficial form of professional development. Implications for research and practice are discussed.