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An Analytical Study Of Reading Difficulties And Suggestive Remedial Treatment In Grades Four Through Eight In The Public School System Of Uniontown Alabama
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Book Synopsis An Analytical Study of Reading Difficulties and Suggestive Remedial Treatment in Grades Four Through Eight in the Public School System of Uniontown, Alabama by : Rowena P. Cleveland
Download or read book An Analytical Study of Reading Difficulties and Suggestive Remedial Treatment in Grades Four Through Eight in the Public School System of Uniontown, Alabama written by Rowena P. Cleveland and published by . This book was released on 1950 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Reading Difficulties and Their Remedial Treatment of Fourth Grade Pupils in the Twentieth Street School, Tuscaloosa, Alabama by : Rosa Mae Leach
Download or read book A Study of Reading Difficulties and Their Remedial Treatment of Fourth Grade Pupils in the Twentieth Street School, Tuscaloosa, Alabama written by Rosa Mae Leach and published by . This book was released on 1953 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Reading Difficulties and Their Remedial Treatment in the Junior High School of the Georgia Washington High School, Mount Meigs, Alabama by : Alice Bell Bibbins
Download or read book A Study of Reading Difficulties and Their Remedial Treatment in the Junior High School of the Georgia Washington High School, Mount Meigs, Alabama written by Alice Bell Bibbins and published by . This book was released on 1964 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Reading Difficulties and Their Remedial Treatment of the Fourth Grade Pupils of Lomax Elementary School, Montgomery, Alabama by : Katherine Louise Jackson Johnson
Download or read book A Study of Reading Difficulties and Their Remedial Treatment of the Fourth Grade Pupils of Lomax Elementary School, Montgomery, Alabama written by Katherine Louise Jackson Johnson and published by . This book was released on 1956 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading Problems of the Fourth Grade Pupils in the Uniontown Negro Elementary School and Their Remedial Treatment by : Cleonard B. Pickett
Download or read book Reading Problems of the Fourth Grade Pupils in the Uniontown Negro Elementary School and Their Remedial Treatment written by Cleonard B. Pickett and published by . This book was released on 1956 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Reading Difficulties and a Proposed Remedial Reading Program for the Sixth Grade in the Russell County Training School, Hurtsboro, Alabama, 1957-1958 by : Freddie Mae Clarke
Download or read book A Study of Reading Difficulties and a Proposed Remedial Reading Program for the Sixth Grade in the Russell County Training School, Hurtsboro, Alabama, 1957-1958 written by Freddie Mae Clarke and published by . This book was released on 1959 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Average and Local Effects of a Standardized Treatment for Fourth Graders with Reading Difficulties by : Jeanne Wanzek
Download or read book Examining the Average and Local Effects of a Standardized Treatment for Fourth Graders with Reading Difficulties written by Jeanne Wanzek and published by . This book was released on 2016 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study used a randomized control trial to examine the effects of a widely-used multi-component Tier 2 type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students for 30 min, 4 days a week throughout the school year (M = 90.45 lessons). Tier 1 instruction was observed to be of generally high quality and intervention fidelity was strong. Findings revealed small, average effects (ES = 0.14 -0.28) in favor of intervention students on standardized measures of comprehension, but no effects on word reading or fluency measures. Exploratory analyses indicated intervention effects may differ by students' comprehension abilities. Implications for intervention implementation and directions for future research are discussed. [This paper was published in "Journal of Research on Educational Effectiveness" (EJ1115336).].
Download or read book Reading Problems written by P. G. Aaron and published by Guilford Press. This book was released on 1992-03-20 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the past few years, Instructional Consultation has emerged as a major new model of service delivery in the schools. This model of teacher/specialist collaboration has been shown to be particularly effective in helping the increasing numbers of children identified with reading problems. Designed to both help both school psychologists and reading specialists effectively assume the consultation role, this volume provides an overview of reading problems while serving as a guide to effective practice. The book opens with an introduction to the basic principles of consultation. A brief history of reading instruction and reading disability is presented with a focus on bridging the gap between the perspectives of psychologists and teachers. In subsequent chapters, the psychology of the reading process, reading instruction, and the nature of reading disabilities are discussed, and diagnostic procedures are presented. A variety of intervention strategies that are in use for improving word recognition skills, vocabulary, comprehension, and metacognition are described in detail. A section on improving writing and study skills at the college level is also included. Finally, the use of mini-computers as instructional aids is discussed, and a brief survey of software programs designed to assist reading instruction is presented. A special feature of the book are the appendices, which contain informal assessment tools, an evaluation of basal reader series, and reviews of standardized reading tests. Also included are typical questions asked by parents and teachers with suggested answers. With its unique focus on the psychological practice of consultation and remedial reading instruction, and its integration of theory, research, and practice, READING PROBLEMS is an ideal resource for both school psychologists and reading specialists. It also serves as a text for advanced courses on reading disability, reading remediation, and learning disabilities.
Book Synopsis A Diagnostic Study of Reading Difficulties Among Pupils in the Third Through the Sixth Grade at the Lamar County Training School, Vernon, Alabama by : Annie Bolling Lucas
Download or read book A Diagnostic Study of Reading Difficulties Among Pupils in the Third Through the Sixth Grade at the Lamar County Training School, Vernon, Alabama written by Annie Bolling Lucas and published by . This book was released on 1954 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analytical Study of Reading Disabilities of One-hundred Eleventh Grade Pupils Currently Enrolled in Lowndes County Training School, Hayneville, Alabama by : Emily Dorothy Barnes
Download or read book An Analytical Study of Reading Disabilities of One-hundred Eleventh Grade Pupils Currently Enrolled in Lowndes County Training School, Hayneville, Alabama written by Emily Dorothy Barnes and published by . This book was released on 1963 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of NILD Educational Therapy on Reading Achievement by : Brenda Louise Hout
Download or read book The Effects of NILD Educational Therapy on Reading Achievement written by Brenda Louise Hout and published by . This book was released on 2019 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current educational system in American schools is failing to meet the literacy needs of impaired readers in grades four through eight due to inadequate or delayed intervention programs after third grade, which fail to incorporate cognitive and metacognitive skills taught simultaneously over extended periods of time. This causal-comparative research study was designed to investigate the inclusion of these skills in individual and group settings in a pre-/post-test format, while controlling for the pre-test, using NILD strategies and methodology. The purpose of this study was to determine if a significant difference in reading achievement existed between the two groups when simultaneous cognitive/metacognitive instruction was administered to reading impaired students in fourth through eighth grades over one school year. The independent variable consisted of group intervention (n = 152), and the dependent variable was one-one-one instruction (n = 88). Archival data from NILD included pre- and post-test standard scores from five reading subtests of the Woodcock-Johnson III or IV for the 2014-2018 school years to determine if there was a difference in academic reading achievement between groups. Prior to intervention, all students (N = 240) received standardized academic and/or psychological testing for diagnoses of a reading disability. Assumption tests were conducted, and the data was analyzed using a One-Way Analysis of Covariance (ANCOVA). The results showed no significant difference between achievement for students who had received NILD treatment in group settings as opposed to one-on-one settings where F(1, 237) = .034, p = .854. Therefore, the researcher failed to reject the null hypothesis.
Book Synopsis A Study Based on the Reading Difficulties of Twenty-five Third Grade Children of Trinity Gardens Elementary School, Houston, Texas with Suggestive, Preventive, and Remedial Procedures by : Arizona Scott Wooten
Download or read book A Study Based on the Reading Difficulties of Twenty-five Third Grade Children of Trinity Gardens Elementary School, Houston, Texas with Suggestive, Preventive, and Remedial Procedures written by Arizona Scott Wooten and published by . This book was released on 1950 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Some of the Causes of Reading Difficulties of Thirty-seven Pupils in Grades Four Through Eight at the Nashville Christian Institute and Some Methods and Procedures for Improvement in Reading by : Catherine Worde Watkins
Download or read book Some of the Causes of Reading Difficulties of Thirty-seven Pupils in Grades Four Through Eight at the Nashville Christian Institute and Some Methods and Procedures for Improvement in Reading written by Catherine Worde Watkins and published by . This book was released on 1959 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Evaluation of a Remedial Reading Program Focused Upon Persistent Difficulties Encountered by Fifth and Sixth Grade Students of the Damascus Elementary School of Macon County by : Fannie T. Conley
Download or read book An Evaluation of a Remedial Reading Program Focused Upon Persistent Difficulties Encountered by Fifth and Sixth Grade Students of the Damascus Elementary School of Macon County written by Fannie T. Conley and published by . This book was released on 1952 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Remedial Reading Program in Grades Four to Eight for Pupils Retarded More Than a Half Year by : Mary Ruth Hanlon
Download or read book A Remedial Reading Program in Grades Four to Eight for Pupils Retarded More Than a Half Year written by Mary Ruth Hanlon and published by . This book was released on 1938 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Diagnostic Approach to Remedial Reading by : El Paso Public Schools
Download or read book A Diagnostic Approach to Remedial Reading written by El Paso Public Schools and published by . This book was released on 1969 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Enhancing Reading Comprehension Rates: Comparing Following Along and Not Following Along During Listening-while-reading Interventions in Middle School and Junior High School Students with Disabilities by : Constance Elizabeth McDaniel Hoskyn
Download or read book Enhancing Reading Comprehension Rates: Comparing Following Along and Not Following Along During Listening-while-reading Interventions in Middle School and Junior High School Students with Disabilities written by Constance Elizabeth McDaniel Hoskyn and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A multielement brief experimental analysis was used to improve and extend previous research to compare the impact of listening while reading while following along (LWFA) and listening while reading while not following along (LWNFA) interventions on oral reading comprehension rate (ORCR), reading comprehension levels, and reading fluency in students with reading disabilities. The collected data for each of the eight middle school and junior high special education students who were participants in this study included: (a) words read correct per minute (WPM), (b) errors per minute (EPM), (c) comprehension questions answered correct per passage, and (d) ORCR. The students ranged from 11 to 14 years of age and 7 of the students were male and 1 was female. Student's standard intelligence scores, as obtained from student records of formal assessment for eligibility for special education services, ranged from 66-116. All students were functioning at the fourth grade instructional level. Analysis by individual suggest that both listening while reading treatment conditions enhanced oral reading comprehension rates, reading comprehension levels, and increased reading fluency as compared to the control condition. Students displayed higher ORCR, total comprehension questions answered correctly, answered more factual questions correctly, and WPM under LWFA as compared to LWNFA and the control conditions. However, fewer EPM were reported overall for the LWNFA and higher reading comprehension inference questions answered correctly were also observed. Statistically significant differences were noted in reading fluency measures such that more words were read under LWFA as compared to the control condition and fewer errors were reported under LWFA as compared to the control condition. Methodological limitations associated with the current study, individual student performance difference and procedures for using ORCR are described.
