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Effects Of A Reading Fluency Intervention For Middle Schoolers In A Self Contained Sdc Classroom
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Book Synopsis Effects of a Reading Fluency Intervention for Middle Schoolers in a Self-contained SDC Classroom by : Mary-Ellyn Tarzy
Download or read book Effects of a Reading Fluency Intervention for Middle Schoolers in a Self-contained SDC Classroom written by Mary-Ellyn Tarzy and published by . This book was released on 2005 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of the research-based The Six-Minute Solution: A Reading Fluency Program on middle school students with learning disabilities. All the participants are students in special education who have active Individualized Education Plans (IEPs), and who receive instruction in one of two self contained special day classes (SDCs). One of the SDCs implemented The Six-Minute Solution while the other continued using its current reading program. The Six-Minute Solution incorporates repeated reading and peer-assisted learning to promote reading fluency, automatic word recognition, and comprehension. A pre-and post-implementation assessment measuring each participant's correct words per minute (CWPM) and instructional reading level (lRL) by grade were taken to determine effects of the oral reading fluency program. The results of this study, though not statistically significant, indicate that the implementation of The Six-Minute Solution in self contained classrooms for students with learning disabilities can have a positive effect on their oral reading fluency rates. Key words: Oral Reading, Reading Fluency, Learning Disabilities, Special Education, Secondary Education.
Book Synopsis Effects of Corrective Reading Decoding on the Reading Fluency Skills of Students with Mild Intellectual Disabilities by : Kate Long
Download or read book Effects of Corrective Reading Decoding on the Reading Fluency Skills of Students with Mild Intellectual Disabilities written by Kate Long and published by . This book was released on 2014 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Read Naturally® by : Lola L. Stansfield
Download or read book Read Naturally® written by Lola L. Stansfield and published by . This book was released on 2011 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current investigation explored the effects of the Read Naturally® program on the reading fluency of students with disabilities in an elementary school setting. Participants were eight students with disabilities grades three through six who were screened and found ready to receive a fluency intervention. Reading fluency pre-post measures were collected. Weekly progress monitoring was carried out and data was compared to national norms as described by the 2005 Hasbrouck-Tindal Table of Oral Reading Fluency Norms. All three female participants showed a downward trend in their progress monitoring data. In contrast, all male participants showed an upward trend. All except two participants showed fluency gains between the pre and post benchmark fluency data, however, only one of the participants reached the 50th percentile norm fluency rate for their grade level. The majority of the students expressed reading satisfaction and the program was implemented with fidelity except for communication with parents. The teachers and aides also expressed satisfaction with the program. The Read Naturally® program was implemented for the minimum recommended time, therefore, sufficient gains were not made to close the gap between students with disabilities using the Read Naturally® program and students remaining in the classroom for core instruction without interventions. Future research should replicate these findings in a larger, normative sample and encourage maximum recommended time for the implementation of the Read Naturally® program.
Book Synopsis The Effects of Duet Reading on the Reading Fluency of Elementary Students with Mild Disabilities by : Katherine Marie Grashel
Download or read book The Effects of Duet Reading on the Reading Fluency of Elementary Students with Mild Disabilities written by Katherine Marie Grashel and published by . This book was released on 2017 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of duet reading, a reading fluency intervention, for increasing the reading fluency of three elementary school students with disabilities in a public elementary school. A pre-experimental A-B design replicated across three students was used to evaluate the effectiveness of the intervention. Each student worked one-on-one with the researcher. Dependent measures included words read correctly per minute on novel grade level passages from AIMSweb and words read per correctly per minute on practiced grade level passages from AIMSweb. In addition, after intervention, students were given grade level passages in science to assess for generalization and data were collected on words read correctly per minute. At the conclusion of intervention, participants (students and their classroom teacher) completed a questionnaire indicating their levels of satisfaction with the procedures and outcomes of the intervention. Results of the study indicated no functional relation between duet reading on reading fluency when reading novel reading passages but do indicate a functional relation between duet reading and reading fluency on repeated readings.
Book Synopsis The Impact of Repeated Reading as an Intervention for Middle Grades Sixth- and Seventh-grade Students on Reading Fluency by : Christopher Dion Stocks
Download or read book The Impact of Repeated Reading as an Intervention for Middle Grades Sixth- and Seventh-grade Students on Reading Fluency written by Christopher Dion Stocks and published by . This book was released on 2015 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Evaluating the Effects of a Teacher Implemented Reading Fluency Program for Low-performing Second-grade Readers by :
Download or read book Evaluating the Effects of a Teacher Implemented Reading Fluency Program for Low-performing Second-grade Readers written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is one of the most important skills that a student can acquire. For elementary school teachers, helping students become proficient readers is one of the greatest impacts they can make in a studentâ€TMs academic career. It is essential that students receive reading strategies in the classroom that have strong research support. Instructional strategies that have been shown to improve reading fluency include: repeated reading, listening passage preview, and phrase drill. Through the use of such evidence-based, procedurally standardized intervention strategies, teachers may be able to make meaningful contributions to improve studentsâ€TM reading fluency. This study was conducted in an effort to bridge research to practice by offering an example of effectiveness (versus efficacy) research on a multi-component, evidence-based reading fluency intervention referred the Helping Early Literacy with Practice Strategies (HELPS) Program. The primary purpose of the study was to evaluate the effectiveness of the HELPS Program with low-performing second grade students when implemented by four classroom teachers and teacher assistants in a minimally controlled setting. Results from the study suggested that 29 students who received HELPS significantly improved (from pre-test to post-test) on the measure of basic reading competence when compared to a control group of 30 students, with low-performing students who received HELPS making significantly larger reading gains than students who did not receive the program. In addition, the study demonstrated that such outcomes are achievable when teachers and teacher assistants implement the program. Given these findings, HELPS appears to be a useful and practical tool for educatorsâ€TM use in elementary school settings.
Book Synopsis Examining the Effects of Mode of Delivery of a Reading Fluency Intervention Using a Randomized Experimental Alternative-treatments Design by : Caroline Shackett
Download or read book Examining the Effects of Mode of Delivery of a Reading Fluency Intervention Using a Randomized Experimental Alternative-treatments Design written by Caroline Shackett and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of reading fluency has been established. Requirements under the Elementary and Secondary Education Act include increased expectations to utilize evidence based interventions and the expectation of accountability for all students and schools to improve. Teachers are facing challenges trying to incorporate researching findings into their classroom practice while meeting the needs of their students and dealing with limited resources. Advances in computer, literacy and communication technology have resulted in the development of new possibilities for intervention. With districts facing these pressures, it is important to explore the relationship between method of delivery of interventions and outcomes so schools can make informed decisions. This study examined whether the delivery method of a multi-component reading fluency intervention (traditional vs. computer-led) made a difference in helping to effectively increase oral reading fluency (ORF) of third grade students who were identified as at risk. Read Naturally was chosen as the intervention system for this study as it is supported in the research, is a package often utilized by schools, and offers several methods of delivery. Among their products, they offer both a traditional package (led by teacher and/or audio CD), and a web-based cloud product that is a computer facilitated version of the same intervention. These products have not been compared. A randomized experimental repeated measures design was used to test whether method of delivery of the intervention effected rate of improvement (ROI) in ORF for students. Results indicate that while there was no difference in ROI for students based on group, students in the computerized intervention group had significantly higher gain scores than students in the traditional format group. The computer-facilitated intervention also resulted in greater ease of implementation. There were no differences among generalized outcome measures and measures of student engagement.
Book Synopsis The Effects of One-to-one Reading Intervention on Students with Intellectual Disabilities by : Dianna McLain
Download or read book The Effects of One-to-one Reading Intervention on Students with Intellectual Disabilities written by Dianna McLain and published by . This book was released on 2015 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many middle school students with intellectual disabilities fail to make adequate progress because they lack necessary skills, knowledge, and motivation. The purpose of this study is to explore two questions in the context of reading intervention for students with intellectual disabilities. First, in what ways can additional one-to-one reading intervention, along with small group instruction, with the use of Corrective Reading (CR) impact the students' overall reading performance, including oral reading fluency, and reading comprehension? Second, in what ways can additional one-to-one reading intervention, along with small group instruction influence students' reading behaviors? The study found that, with additional one-to-one intervention, along with small group instruction, and with the use of Corrective Reading curriculum did have a positive impact on students' reading skills and reading behavior.
Book Synopsis The Effect of the HELPS Program on the Oral Reading Fluency and Accuracy Rates of Third-, Fourth-, and Fifth-grade Students by : Susan C. Blackburn
Download or read book The Effect of the HELPS Program on the Oral Reading Fluency and Accuracy Rates of Third-, Fourth-, and Fifth-grade Students written by Susan C. Blackburn and published by . This book was released on 2014 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to examine the effects of the HELPS Program (Helping Early Literacy with Practice Strategies One-on-One Program) on the oral reading fluency and accuracy rates of third-, fourth-, and fifth-grade students as compared to students who received regular classroom instruction only. The study was conducted in a school district in northwestern North Carolina. The students in this study scored below benchmark on a Reading 3D End of Year Assessment and were nonproficient on the North Carolina end-of-grade reading test. As fluency is tied to reading comprehension, it is important that students have sufficient fluency and accuracy skills to read grade-level texts. -- The study used Reading 3D Beginning of Year, Middle of Year, and End of Year Assessments as well as comments from a teacher focus group and random student interviews. Mean fluency and accuracy rates were compared between the control group and intervention group, males and females, and third through fifth graders at each assessment period throughout the year. -- A repeated measures analysis of variance (ANOVA) and Tukey's post hoc along with simple effects were used in this study. The data from these analyses revealed little difference between the mean fluency and accuracy scores of the control groups verses the intervention groups.
Book Synopsis Analyzing the Effects of Two Response to Intervention Tools, Oral Reading Fluency and Maze Assessments, in the Language Arts Classrooms of Middle School Students by : Donna Lyerly Jones
Download or read book Analyzing the Effects of Two Response to Intervention Tools, Oral Reading Fluency and Maze Assessments, in the Language Arts Classrooms of Middle School Students written by Donna Lyerly Jones and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study analyzed data to find a valid and reliable assessment for progress monitoring also having predictive power of a student's future reading performance on a state-mandated standardized reading achievement evaluation. The Response to Intervention (RTI) model was implemented in the language arts classrooms of a rural middle school in northeast Georgia to study the effectiveness of instruction for all students, the at-risk, general, and advanced population. This study used Oral Reading Fluency (ORF) and Maze fluency assessments to monitor student progress and to analyze data to drive instruction. The data were gathered weekly over a 23 week period, rotating the ORF and Maze assessments. Stratified random sampling was used to choose the students receiving ORF assessments. The Maze assessments were given to all students in the language arts classrooms. The data were analyzed through multiple regressions to find if there was a relationship between the ORF and Maze assessments and Georgia's reading portions of the Criterion Referenced Competency Test (CRCT) or the Ninth Grade Literature and Composition End of Course Test (EOCT). The data indicated that the ORF and Maze assessments were significant predictor variables for the CRCT and EOCT, and the ORF data indicated a stronger correlation.
Book Synopsis The Effects of an Intervention in Reading for Tier 2 Students by : Brooke Louise Krause
Download or read book The Effects of an Intervention in Reading for Tier 2 Students written by Brooke Louise Krause and published by . This book was released on 2013 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine effects of "Timed Repeated Readings" and "Paired Reading" strategies on reading fluency in a group of four second grade students. The research project was conducted daily for six weeks. The participants were all in a second grade, general education setting. They were also classified as being below grade level in reading and placed in the RTI Tier 2 reading group. During these eight weeks, the participants received daily reading fluency interventions which were "Read with Partner" or "Paired Reading" and "Timed Repeated Readings". The goal for these participants was to improve their fluency rate. This intervention required the participants to be actively involved in their learning. Twice a week students' reading aloud words per minute was recorded. After 8 weeks of the interventions, it was found that students reading below grade level were able to increase their reading fluency rates anywhere between 12% and 200%. It was also found that fluency instruction positively influenced reading comprehension within classroom instruction.
Book Synopsis Research Based Reading Fluency Interventions: Will They Have an Effect on High School Special Education Students? by : Jeannie M. Marfell
Download or read book Research Based Reading Fluency Interventions: Will They Have an Effect on High School Special Education Students? written by Jeannie M. Marfell and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of a Reading Fluency Intervention on Reading Skills of Students at a Residential Treatment Center for Youth with Emotional and Behavioral Disorders by : Asenath Anne Devaney
Download or read book Effects of a Reading Fluency Intervention on Reading Skills of Students at a Residential Treatment Center for Youth with Emotional and Behavioral Disorders written by Asenath Anne Devaney and published by . This book was released on 2011 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Repeated Reading Strategy On Oral Reading Fluency and Reading Comprehension of Middle School Students by : Daryl Rose Armstrong-Coppins
Download or read book The Effects of Repeated Reading Strategy On Oral Reading Fluency and Reading Comprehension of Middle School Students written by Daryl Rose Armstrong-Coppins and published by . This book was released on 2013 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this action project was to explore the effect repeated reading strategy has on oral reading fluency and reading comprehension of middle school students. The repeated reading strategy supplemented the reading instruction of middle school students in a parental choice school. The 5-phase study included school and parental approval, student interest interview and teacher questionnaire; the administration of the Qualitative Reading Inventory - 5th edition for pre-test and post-test; repeated reading strategy training and intervention strategy implementation. Students paired together and trained on the intervention process received fluency-comprehension instruction 60 to 90 minutes twice a week. Growth was determined from the Pre-test and Post-test. The findings concluded an overall effect of the repeated reading strategy on fluency and comprehension of middle school students.
Book Synopsis The Effects of Direction Instruction of Decoding Skills, Shared Reading and Repeated Readings on the Fluency and Comprehension of Middle School Students Enrolled in Special Education by : Mary Holden
Download or read book The Effects of Direction Instruction of Decoding Skills, Shared Reading and Repeated Readings on the Fluency and Comprehension of Middle School Students Enrolled in Special Education written by Mary Holden and published by . This book was released on 2008 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used pre-and post-assessment data to measure the effectiveness of small group instruction in decoding skills, shared readings, and repeated readings on the comprehension and fluency level of middle school students enrolled in special education. The participants in this study were selected due to their "below basic" or "far below basic" scores on the California Standards Test (CST) and/or a below grade level reading level. The research addressed the question, "Does direct instruction in decoding, repeated readings, and shared readings have an impact on the decoding abilities and comprehension of middle school students enrolled in special education?" The 16 participants were assessed before the intervention started and again after the 60-day intervention. The researcher used three assessments to collect data. The researcher compared the pre-and post-intervention data to determine a pre-and post-intervention learning rate for each student. The researcher was able to compare these rates to determine growth during the intervention. The data shows that 10 of the 16 participants made progress on their reading scores during the 60-day intervention. Some possible factors that may have impacted the learning rate of the participants were discussed. Key words: Literacy direct instruction, special education, reading fluency, middle school students
Book Synopsis Effects of a Repeated Readings Intervention on the Reading Fluency and Comprehension of Secondary Students with Learning Disabilities by : Catherine Sarah Barr
Download or read book Effects of a Repeated Readings Intervention on the Reading Fluency and Comprehension of Secondary Students with Learning Disabilities written by Catherine Sarah Barr and published by . This book was released on 2009 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects Of Two Fluency Methods On The Reading Performance Of Secondary Students by :
Download or read book Effects Of Two Fluency Methods On The Reading Performance Of Secondary Students written by and published by . This book was released on 2005 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: One predominant hallmark of older struggling readers is their failure to gain reading fluency on instructional and grade-level texts. Students who fail to achieve reading fluency experience multiple negative consequences that affect their academic and social growth, options, and success. Although considerable amounts of research on reading fluency interventions have been conducted with younger developing and struggling readers, little is known about the effects of such interventions on the reading skills of high school students. A single subject across participants design was employed to measure the effectiveness of two, easy-to-implement, reading fluency interventions on the reading fluency and comprehension of 18 high school students with learning disabilities (LD) who read between the first- and sixth-grade levels. A two-way ANOVA was also used to determine the impact of two interventions and initial reading level on the reading fluency and comprehension as measured by the Gray Oral Reading Test -4, the Test of Word Reading Efficiency, and the Test of Silent Word Reading Fluency. Results suggested that participants whose initial reading skills fell between the first- and third-grade levels made fewer gains in reading fluency and comprehension of connected text during intervention than participants who entered intervention reading between the fourth- through sixth-grade levels. Limitations and implications for future research are discussed.
