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Full-Text Articles in Education
Moving To A District Balanced Literacy Program: A Change Leadership Plan, Cynthia A. Marks, Carol A. Benda
Moving To A District Balanced Literacy Program: A Change Leadership Plan, Cynthia A. Marks, Carol A. Benda
Dissertations
Based upon the requirements of the No Child Left Behind mandate, schools that failed to achieve the Annual Yearly Progress (AYP) designation for two consecutive years were required to implement a comprehensive school reform model. This change plan examined the movement from the comprehensive school reform model Success For All (SFA) to a balanced literacy framework within Harmony District 841. The framework advocated for balanced literacy instruction that supported the integration of authentic reading and writing experiences, application of literacy strategies and skills, implementation of a culturally relevant text, focus on professional development for teachers, and provision for effective instructional …
Strengthening Tier 1 Elementary Reading Within A Multi-Tiered System Of Support, Carla N. Osborn
Strengthening Tier 1 Elementary Reading Within A Multi-Tiered System Of Support, Carla N. Osborn
Masters Theses
Training teachers about the foundational reading skills is an important step in creating students who are proficient readers. However, training is not enough. Teachers need support through instructional coaching. Even with coaching support, sustainability of these practices will be a challenge if systems are not in place throughout the district to support ongoing implementation. By combining the processes of creating a Multi-Tiered System of Support, reading training, and instructional coaching, sustainability of practices can be possible. Research does not currently exist as to whether the combination of these efforts has increased student achievement in reading at the elementary level. This …
A Meta-Analysis Of Research-Based Reading Interventions With English Language Learners, Maritza Torres
A Meta-Analysis Of Research-Based Reading Interventions With English Language Learners, Maritza Torres
Electronic Theses and Dissertations
The Response to Intervention (RTI) model, introduced as part of the reauthorization of the Individuals with Disabilities Education Act in 2004, is a proactive process of early interventions and evidence-based instruction for all students. RTI has additional intensive and individualized interventions to prevent student underachievement, including students at risk for academic failure and culturally and linguistically diverse students (Vellutino et al., 1996; Donovan & Cross, 2002; Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006; Fuchs & Fuchs, 2006; Vellutino, Scanlon, Small, & Fanuele, 2006; Al Otaiba et al., 2009). Klingner and Edwards (2006) suggest that the needs of culturally and linguistically …
The Effects Of Homogeneous Differentiation On Reading Achievement: Within-Class Grouping Versus Between-Class Grouping, Sharon Suzanne Liddell
The Effects Of Homogeneous Differentiation On Reading Achievement: Within-Class Grouping Versus Between-Class Grouping, Sharon Suzanne Liddell
Electronic Theses and Dissertations
The purpose of this quasi-experimental, ex-post facto study was to determine through quantitative analysis of longitudinal data, the effects of homogeneous differentiation on reading achievement. Specifically, the study sought to determine the achievement differences in reading of students who were taught using a within-class grouping method or a between-class grouping method. The study population consisted on students from a Mississippi school district who began first grade from the 2006–2007 school year through the 2009–2010 school year. Students who had been assessed over a three-year on the DIBELS, STAR, and the MCT2 assessment were eligible for inclusion in the study. A …