Education Commons^™

Decodable Readers Versus Leveled Text, Taylor Leitch

Dissertations, Theses, and Projects

A student’s ability to read fluently is an extremely vital skill, necessary to allow them to succeed both in an academic setting and in everyday life. To guide those developing readers in increasing their independent reading fluency, abilities educators must have the correct instructional methods and tools that are developmentally appropriate to provide meaningful instruction. This quantitative action research project explores the use of decodable readers versus leveled text for students who are still developing the phonemic skills and recognition needed to read fluently. A decodable reader allows a student to explicitly practice one phonemic skill to mastery before adding …

The Effectiveness Of Using Phonics Instruction And Interventions In Elementary Classrooms, Brittany Kasprick

Dissertations, Theses, and Projects

Nationwide students have struggled to achieve reading proficiency as measured by standardized tests. Reading is a critical tool for academic success. Lack of reading skills and strategies may contribute to difficulty in several aspects of academic life for students. Research has shown that phonics skills play a crucial part in determining if a student will achieve independent readership. Phonics skills may be foundational building blocks upon which students can develop further reading skills, culminating in independent readership, particularly in early elementary school. Daily phonics interventions may help improve a student’s performance in reading. The focus of this particular, quantitative study …

Kindergarten Teachers' Perceptions About The Language And Literacy Skills Of Their Students, Toni Gohman

Dissertations, Theses, and Projects

In the United States, 68 percent of four-year-old children and 86 percent of five-year-old children were enrolled in a preprimary program in 2017 (Institute of Education Sciences [IES], 2019). Preprimary programs are defined as programs that provide educational instruction and childcare, which includes both preschool and kindergarten. Because children entering kindergarten have a diverse array of experiences due to their home environments and previous experience in childcare, they have varying abilities when it comes to skills in language and literacy. Language can be defined as the words that are used to share information and how they are used to communicate, …

A Play Based Intervention To Develop Literacy: Using Foundations For Literacy To Help Students With A Developmental Delay Learn To Read, Brittany Coalwell Escobedo

Dissertations, Theses, and Projects

Kindergarten students with a Developmental Delay need to learn in a way that is developmentally appropriate through play and experiences. This study investigated the use of Foundations for Literacy, a play based and experiential based literacy intervention, to allow Kindergarten students with a Developmental Delay learn to read in a developmentally appropriate way. Students were taught code based and meaning based literacy skills through play and experiences using Foundations for Literacy. The results prove that a short five-week intervention using Foundations for Literacy increased letter sound identification and phonemic awareness at a faster rate than a traditional guided …

The Effect Of Instruction (Rapid Automatic Naming Versus Repeated Read Aloud) On Vocabulary Building For Preschool Children, Alison Bendickson

Dissertations, Theses, and Projects

STUDY ABSTRACT

Title

The Effect of Instruction (Rapid Automatic Naming Versus Repeated Read Aloud) on Vocabulary Building for Preschool Children

Purpose of the Study

The purpose of this research was to determine whether using the strategy of rapid automatic naming or repeated read aloud would increase children’s vocabulary development. The study assessed children in an inclusive classroom. The participants were 3 year old students who required specialized instruction and have Individual Education Programs and students who were typically developing. The students were assessed using Individual Growth and Development Indicators (picture naming) to assess which intervention strategy produced more growth in …

How Oral Reading Fluency And Reading Comprehension Are Intertwined, Ivy Rath

Dissertations, Theses, and Projects

The purpose of this study was to determine if there was a correlation between oral reading fluency and reading comprehension. Specifically, the study focused on finding if a student who is a highly fluent reader is also strong is comprehension and if a student is a low fluent reader, then they are also low in comprehension. Students were baseline tested at the beginning of the second semester to see where their oral reading fluency and reading comprehension scores were. Throughout the second semester of school, students were progressed monitored based on their baseline scores. Through careful analysis of the data …