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The Effects Of Corrective Reading Programs On Tcap Reading And Language Scores
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Book Synopsis The Effects of Corrective Reading Programs on TCAP Reading and Language Scores by :
Download or read book The Effects of Corrective Reading Programs on TCAP Reading and Language Scores written by and published by . This book was released on 2014 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of a required literacy intervention block using McGraw Hill's curriculum, Corrective Reading, on TCAP Reading and Language Arts scores of middle school students. There was no statistically significant difference in TCAP scores before or after the program. Additionally, student achievement levels yielded no statistically significant difference before or after the program.
Book Synopsis A Study to Determine the Relationship of the Direct Instruction Program Corrective Reading on Terra Nova Tests Scores in One School System in East Tennessee by :
Download or read book A Study to Determine the Relationship of the Direct Instruction Program Corrective Reading on Terra Nova Tests Scores in One School System in East Tennessee written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship of the Direct Instruction program Corrective Reading on standardized achievement test scores specifically of reading scaled score gains in grade levels three through six in a selected school system in East Tennessee. The causal-comparative quantitative approach was the foundation for this study. Reading scaled score gains from the Tennessee Comprehensive Assessment Program (TCAP) achievement test Terra Nova given in the years 2001-2002 and 2003-2004 were analyzed by grade level using ANOVA and t tests to determine if the implementation of Corrective Reading had an impact on students' achievement. No statistically significant results (p = .05) were found between the year before implementation and the year after implementation with the exception of one grade level. Furthermore, no significant differences were found at any grade level between students participating in Corrective Reading and students not participating in Corrective Reading on the 2003-2004 TCAP Terra Nova test. In addition, gender, Title I status, Special Education status, and teacher status were analyzed for interaction between groups and Corrective Reading. Only one grade level, by gender, showed a significant difference in scaled score gains. There was a significant difference by Title I status at two grade levels. Special Education students had significant reading scaled score gains at two of the four grade levels with Special Education students who received special accommodations showing significant gains at two grade levels. Students who were taught Corrective Reading by a certified teacher showed significant reading scaled score gains at one grade level, whereas the other grade levels had no significant difference.
Book Synopsis The Effects on Student Achievement as Measured by the Tennessee Comprehensive Assessment Program (TCAP) Reading Test Scores of a Strategic Tutoring Program Delivered by Pre-service Teachers by : Gregory K. Brown
Download or read book The Effects on Student Achievement as Measured by the Tennessee Comprehensive Assessment Program (TCAP) Reading Test Scores of a Strategic Tutoring Program Delivered by Pre-service Teachers written by Gregory K. Brown and published by . This book was released on 2012 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if participating students from a high poverty school with reading difficulties showed an improvement in their reading/language arts Tennessee Comprehensive Assessment Program (TCAP) scores after being tutored. This study attempted to answer the overarching question, is one-to-one, strategic tutoring an effective strategy for reaching at-risk students.
Book Synopsis A Comparative Study of a Corrective Reading Program and Its Effects on Two Freshmen Reading Groups at Central Oregon Community College by : Horst G. Taschow
Download or read book A Comparative Study of a Corrective Reading Program and Its Effects on Two Freshmen Reading Groups at Central Oregon Community College written by Horst G. Taschow and published by . This book was released on 1968 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study compared intensive corrective reading instruction with less intensive corrective reading instruction at the community college level: Group 1 students received 50 fifty- minutes of intensive corrective reading instruction during ten weeks, while Group 2 students received the same amount of corrective reading instruction during 20 weeks. Reading instruction for both groups began at the same time. After reading instruction had ceased for each group, an additional ten-week period had been given for both groups to see if the reading skills which were taught during intensive and less intensive corrective reading instruction had been maintained. Materials, techniques, and methods to be used in this study had been initially prepared and refined in a pilot study. Through lectures and demonstrations, through assigned reading practices and independent reading, development and improvement of word recognition, vocabulary, spelling, comprehension, reading rate, reading for general and specific purposes, and study skills have been sought. The purpose of instruction was to make each reading activity so clear that success was assured. The hypothesis of this study was that there will be no differences in the total reading performance between one group of community college students using the intensive corrective reading approach and a second group using the less intensive corrective reading approach. The hypothesis was tested by 70 community college students in two experimental groups, one group using the intensive and the other group using the less intensive corrective reading instruction. Findings and Conclusions 1. Mean differences and the associated t values indicated that the results between intensive and less intensive corrective reading instruction at the end of the 10- and 20-week periods did not appear to be significantly different at the .05 level of confidence between Groups 1 and 2. The Nelson-Denny Reading Test, Forms A and B, were used as standardized instruments to measure reading improvement, 2. The single factor of time between the lessons differentiating intensive and less intensive corrective reading instruction did not appear to be a significant influence on the effectiveness of corrective reading instruction. Mean differences did not indicate significant superiority of either procedure. It would appear, at least within the 10- and 20-weeks of instruction, that the intensive corrective reading instruction is as effective as the less intensive corrective reading instruction. However, a difference between immediate post-test and delayed post-test for Group 2 was significant at the .01 level of confidence in total reading. Apparently, less intensive corrective reading instruction has produced a significantly better performance in total reading for Group 2 at the time of the delayed post-test. 3. Corrective reading instruction carried out in this study did appear to make a difference in students' reading performance between pre-tests and immediate and delayed post-tests as well as between immediate and delayed post-tests of Groups 1 and 2. The differences which appeared for both groups between pre-tests and immediate and delayed post-tests of the Nelson-Denny Reading Test, Forms A and B, and A in vocabulary, comprehension, total reading, and reading rate were all statistically significant at the .001 level of confidence. 4. When immediate and delayed post-test scores were compared for Group 1 a significant difference at the .01 level was found in total reading and a significant difference at the .05 level was found in vocabulary. When immediate and delayed post-test scores were compared for Group 2 significant differences at the .001 level were found in vocabulary and total reading and significant difference at the .01 level was found in comprehension. Students' individual improvement as a result of corrective reading instruction and the retainment of the reading skills has been assessed for both groups by using the residual gain statistics, both the computational and the graphical method. Reading improvement resulted apparently from teaching and student effort regardless of the time during which intensive and less intensive corrective reading instruction was taught. Evidence from this study indicates that many more community college students might be given the opportunity to participate in reading instruction if reading courses were taught intensively as, for example, five hours per week for ten weeks rather than extending less intensive reading instruction over a longer period of time.
Book Synopsis Effects of Instruction in the Corrective Reading and Voyager Reading Programs on the Reading Skills of Students Enrolled in a University Program by : Claudia Ann Edmondson
Download or read book Effects of Instruction in the Corrective Reading and Voyager Reading Programs on the Reading Skills of Students Enrolled in a University Program written by Claudia Ann Edmondson and published by . This book was released on 2004 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Tutor-implemented Corrective Reading and Reading Success on the Reading Achievement of High School Students by : James Soehnlein
Download or read book Effects of Tutor-implemented Corrective Reading and Reading Success on the Reading Achievement of High School Students written by James Soehnlein and published by . This book was released on 2006 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to evaluate the effects of peer-delivered instruction using the Corrective Reading and Reading Success programs on the reading achievement of 16 high school students enrolled in a reading remediation course. Students received both models of instruction from high-school age tutors as their core reading/writing curriculum throughout the semester. Over the course of 19 weeks two high school classes of different grades, gender, and skill levels were instructed using the Corrective Reading and Reading Success direct instruction models. Pretest-posttest scores on the Gates-MacGinite Reading Test - Fourth Edition and questionnaires on reading enjoyment, reading comprehension, and use of phonics decoding skills indicated no statistically significant gains for either group and that neither students nor tutors significantly rated the trial a success. Study implications and limitations are discussed"--Document.
Book Synopsis Comparison of Houghton Mifflin Core Reading Program and Corrective Reading Program Effects on English Language Learners' Reading Fluency and Comprehension in Grades 4-6 by : Kelly C. Joseph
Download or read book Comparison of Houghton Mifflin Core Reading Program and Corrective Reading Program Effects on English Language Learners' Reading Fluency and Comprehension in Grades 4-6 written by Kelly C. Joseph and published by . This book was released on 2011 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparative Analysis of TCAP Reading-Language Arts Scores Between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading by :
Download or read book A Comparative Analysis of TCAP Reading-Language Arts Scores Between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a difference existed between TCAP scores of students who used the Accelerated Reader (AR) program and students who used Sustained Silent Reading strategy (SSR) as measured by the Tennessee Comprehensive Assessment Program (TCAP). The variables of grade level (6th, 7th, and 8th), gender, and socioeconomic status (free- or reduced- price meals program) were considered. The population consisted of 108 6th graders who attended a Cocke County school or a McMinn County school in Tennessee. Data were obtained from the TCAP for 3 consecutive years beginning in 2004-2005 for students who completed the tests all 3 years. A t test for independent samples and analysis of variance (ANOVA) were used to determine if there was a difference on associations and interactions between variables. The researcherâs investigation of the reading achievement of students who used Accelerated Reader and those who used Sustained Silent Reading should assist educators in planning for supplemental reading instruction. The information gathered from this research might be beneficial to other school systems when determining which method of reading instruction to use to increase students' reading achievement. The findings indicated the students who used the Accelerated Reader program had an increase in reading-language arts scale scores for 3 consecutive years. The findings of this study also revealed that gender had no significance on student achievement for 6th graders. The findings did indicate a significant interaction between gender and type of program used during 7th and 8th grades. Females who used the Accelerated Reader program outscored males who used the program. The findings of this study also determined that socioeconomic status had no association with TCAP scores during the 6th, 7th, or 8th grades.
Book Synopsis An Assessment of READ 180 Regarding Its Association With the Academic Achievement of At-Risk Students in Sevier County Schools by :
Download or read book An Assessment of READ 180 Regarding Its Association With the Academic Achievement of At-Risk Students in Sevier County Schools written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: READ 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program addresses individual learning styles through adaptive software, interesting literature, and direct instruction with reading skills. The purpose of this study was to compare the achievement of academically at-risk students in Sevier County Public Schools in East Tennessee who participated in the READ 180 pilot program with the achievement of their academically at-risk peers not enrolled in the intervention program before and after its implementation in order to assess the reading intervention program. The Sevier County school system, after extensive study and involved research, decided to allocate over $750,000 into the READ 180 reading intervention program at the beginning of the 2004-2005 school year. The study included students in grades 5 and 7 who participated in the READ 180 pilot program and their at-risk peers in grades 5 and 7 who did not participate in the READ 180 program. The select group of at-risk students participated in READ 180 as a pilot program to determine the impact of the program upon each student's academic achievement. The students were selected for the study based upon their composite reading TCAP score being in the lowest quartile, thus deeming the student at-risk. Test scores reported for 2004 and 2005 on the Tennessee 3 Comprehensive Assessment Program were obtained from the Sevier County school system's records. Comparisons were made on the TCAP total reading-language scores, total math scores, gender, and socioeconomic assessments. Differences between the program's groups (READ 180 at-risk participants and nonparticipants) on "pre-READ 180" scores were measured using two 3-way ANOVA models, one for 5th grade and one for 7th grade. Results from the study showed that READ 180 was significantly associated with the success for many of the at-risk students whether by gender, socioeco.
Book Synopsis The Effectiveness of Selected Instructional Procedures in a Corrective Reading Program by : Roxine M. Butcher
Download or read book The Effectiveness of Selected Instructional Procedures in a Corrective Reading Program written by Roxine M. Butcher and published by . This book was released on 1968 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Lingering Questions Regarding the Transfer Effects of Improvements in Oral Reading Fluency by : Susan M. Syverud
Download or read book Lingering Questions Regarding the Transfer Effects of Improvements in Oral Reading Fluency written by Susan M. Syverud and published by . This book was released on 2004 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of corrective reading as an intervention for seventh grade English language learners by : Jennifer L. Robert
Download or read book Effects of corrective reading as an intervention for seventh grade English language learners written by Jennifer L. Robert and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effectiveness of the Corrective Reading Program at the Tennessee State University, 1968-1969 by : Gretchen Bradley Payne
Download or read book The Effectiveness of the Corrective Reading Program at the Tennessee State University, 1968-1969 written by Gretchen Bradley Payne and published by . This book was released on 1969 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Longitudinal Study of the Effects of a Preventive and Corrective Reading Program by : Elaine Marie Christman
Download or read book A Longitudinal Study of the Effects of a Preventive and Corrective Reading Program written by Elaine Marie Christman and published by . This book was released on 1975 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Influences of Corrective Reading in Duval County Public Schools by : Jenifer Rebecca Raulerson
Download or read book Influences of Corrective Reading in Duval County Public Schools written by Jenifer Rebecca Raulerson and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading scores have not made a significant shift since the 1990's when national and state standardized assessments initially tested grade level reading comprehension (National Center for Education Statistics [NCES], date of publication not identified and Florida Department of Education [FLDOE], date of publication not identified). In addition, when analyzing subgroups, economically disadvantaged students have been performing lower than their non-economically disadvantaged students on reading assessments creating a significant gap between the two groupings of students for decades (Coleman and others, 1966). This is still evident in both the National Assessment of Educational Progress (NAEP) and FLDOE assessment data (FLDOE, date of publication not identified; NCES, date of publication not identified). Throughout this study, I seek to examine the relationship between students' participation in the Corrective Reading program and their reading comprehension growth, determined by a pre-and post-assessment that is measured by Lexile. Lexile growth is an indicator of a student's readability or the ability to read and comprehend. Diving deeper into the data to determine additional relationships, a linear regression model is used to assess how student outcomes are similar or different between male and female students, as well as White, Black, Hispanic and other race/ethnicities populations. Within this outcome model, understanding how Corrective Reading has influenced reading comprehension growth allows for a district to determine value and relevance of a program, specific to our most vulnerable student populations within Title 1 schools.
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2006 with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
