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The Effects Of A Skill Based Intervention Package Including Repeated Reading And Error Correction On The Oral Reading Fluency Of At Risk Readers
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Book Synopsis The Effects of a Skill-based Intervention Package Including Repeated Reading and Error Correction on the Oral Reading Fluency of At-risk Readers by : Amy Danielle Glazer
Download or read book The Effects of a Skill-based Intervention Package Including Repeated Reading and Error Correction on the Oral Reading Fluency of At-risk Readers written by Amy Danielle Glazer and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Interventions for Reading Problems, Second Edition by : Edward J. Daly
Download or read book Interventions for Reading Problems, Second Edition written by Edward J. Daly and published by Guilford Publications. This book was released on 2015-01-20 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports.
Book Synopsis Reading Fluency by : Timothy Rasinski
Download or read book Reading Fluency written by Timothy Rasinski and published by MDPI. This book was released on 2021-01-21 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Students With Mild Exceptionalities by : Sydney S. Zentall
Download or read book Students With Mild Exceptionalities written by Sydney S. Zentall and published by SAGE Publications. This book was released on 2013-02-21 with total page 593 pages. Available in PDF, EPUB and Kindle. Book excerpt: This concise and practical guide thoroughly presents the characteristics of children with specific mild exceptionalities in today′s diverse classroom. Using an active, problem-solving approach that reflects how today′s students learn, Dr. Sydney S. Zentall identifies the characteristics of children with mild exceptionalities that can be gleaned from observations, written descriptions, and personal interactions. Unlike many texts on this topic, which overwhelm students with extraneous information, The text focuses on the characteristics of these students within general education and special class settings. With this knowledge readers will better understand the implications of characteristics for accommodations and be ready to apply this knowledge with empirically based interventions.
Book Synopsis The Effects of Oral Repeated Readings on the Fluency and Comprehension Skills of Urban Elementary-aged Students by : Amanda L. Yurick
Download or read book The Effects of Oral Repeated Readings on the Fluency and Comprehension Skills of Urban Elementary-aged Students written by Amanda L. Yurick and published by . This book was released on 2003 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examined the effects of repeated reading practice on oral reading fluency and comprehension skills of elementary-aged students. Eight fifth-grade students, determined to be reading below grade level, and recognized by the classroom teacher as needing additional reading instruction participated in the study. A multiple baseline across subjects experimental design was used, with an initial baseline period of ten sessions. Participants entered the intervention in pairs according to similar reading levels. During each repeated reading session student pairs orally read, alternating paragraphs, to one another for a practice period of ten minutes. Students used a specified correction procedure when miscues occurred during the practice period. Following practice, each student participated in a one-minute timed trial, which was scored by the researcher for number of words read per minute and number of miscues committed by the reader. A cloze procedure comprehension assessment was done when the student reached the fluency criterion (one hundred eighty words read per minute). The dependent variables in this study were number of words read in one minute, number of miscues committed, and number of comprehension questions answered correctly. Results indicate that students' oral reading fluency improved with practice, miscues decreased with practice, and comprehension skills significantly improved overall. No word recognition skill gains were observed.
Book Synopsis Interventions for Students with Learning Disabilities by : H. Lee Swanson
Download or read book Interventions for Students with Learning Disabilities written by H. Lee Swanson and published by Guilford Press. This book was released on 1999-04-23 with total page 730 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.
Book Synopsis Essentials of Evidence-Based Academic Interventions by : Barbara J. Wendling
Download or read book Essentials of Evidence-Based Academic Interventions written by Barbara J. Wendling and published by John Wiley & Sons. This book was released on 2008-11-19 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Essentials of Evidence-Based Academic Interventions puts at your fingertips the successful instructional techniques and materials necessary for accurate and effective use of evidence-based interventions. Written by Barbara Wendling and Nancy Mather, two experts in educational assessment and intervention, this intervention-oriented reference presents clear descriptions of research-based interventions in the areas of: phonological awareness and beginning reading phonics; phonics and sight word instruction; reading fluency; vocabulary and reading comprehension; spelling, handwriting, and written expression; basic math skills; and math problem-solving.
Book Synopsis Investigating the Effects of a Repeated Reading Intervention for Increasing Oral Reading Fluency with Primary, Braille-reading Students Using Curriculum-based Measurement Within a Response to Intervention Framework by :
Download or read book Investigating the Effects of a Repeated Reading Intervention for Increasing Oral Reading Fluency with Primary, Braille-reading Students Using Curriculum-based Measurement Within a Response to Intervention Framework written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the predictive validity of early reading skills for future reading proficiency, early assessment and intervention in the primary grades are of vital importance. The stakes are particularly high for those students who are deemed "at risk" for current and future reading problems. Students who are blind and read braille may be at enhanced risk for literacy problems relating, for example, to reading speed and accuracy, or oral reading fluency (ORF) (Coppins & Barlow-Brown, 2006). However, the field of visual impairment lacks a "body of empirically-based, experimental research" to inform the development and use of interventions to address such reading challenges (Ferrell, Mason, Young, & Cooney, 2006, p. 4). The purpose of this study is to build on the limited repeated reading research that shows promise for improving ORF for students with visual impairments, targeting braille-reading students evidencing ORF-related challenges in the critical primary grades. The intervention design was informed by the Instructional Hierarchy's (Raring, Lovitt, Eaton, & Hansen, 1978) stage model of learning such that the intervention was matched to the skill-based needs of the participants (Daly & Martens, 1994). Accordingly, the intervention drew heavily on empirically validated best practices, employing curriculum based measurement (CBM) and user-friendly assessment materials to investigate the effects of a repeated reading intervention on ORF within a Response to Intervention (RTI) framework. A nonconcurrent multiple baseline design was used to investigate whether there was a functional relationship between the implementation of the repeated reading intervention and ORF and comprehension. Participants' response to the intervention was measured using assessment materials designed as High Content Overlap (HCO) passages and Low Content Overlap (LCO) passages. The study also investigated the social validity of the intervention for teachers for students with visual impairments (TVIs).
Book Synopsis The Effects of Repeated Readings on the Oral Reading Rates and Comprehension of Adolescent, African American Male Students Using Culturally and Gender Relevant Reading Selections by : Maria S. Martinez
Download or read book The Effects of Repeated Readings on the Oral Reading Rates and Comprehension of Adolescent, African American Male Students Using Culturally and Gender Relevant Reading Selections written by Maria S. Martinez and published by . This book was released on 2008 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study used a multiple baseline across students design to examine the effects on fluency rate and comprehension of six African American adolescent males. The participants were between the ages of 12 and 15 years, referred by their teacher/administrator as being "at risk" for reading problems. The repeated readings intervention involved vocabulary instruction, model reading, systematic error correction, and performance feedback. Culturally/gender relevant materials were used in the intervention. Results from this study support the effectiveness of repeated readings to increase the reading fluency for all six participants, however, a functional relationship between the intervention and the improvement in the students' ORF scores was only supported by five of the six participants. There were no substantial improvements in the comprehension skills of the participants.
Book Synopsis Teaching Reading Sourcebook by : Bill Honig
Download or read book Teaching Reading Sourcebook written by Bill Honig and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Prepare students for future success by using effective reading instruction that's proven to work. The Teaching Reading Sourcebook, updated second edition is an indispensable resource that combines evidence-based research with actionable instructional strategies. It is an essential addition to any educator's professional literacy library--elementary, secondary, university."--P. [4] of cover.
Book Synopsis The Effects of a Computer-assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-risk by : Jessica Gittings Bennett
Download or read book The Effects of a Computer-assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of Second Grade Students At-risk written by Jessica Gittings Bennett and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Results indicate that after 7-13 weeks the packaged intervention was effective on increasing the oral reading fluency and comprehension of practiced culturally relevant passages for all participants. The intervention was also effective on increasing the oral reading fluency and comprehension on six of the participants on novel AIMSweb passages. These findings extend the research base supporting the use of repeated readings for second-grade students via computer-assisted instruction to supplement instruction. Further, the findings suggest that skill acquisition and generalization might be promoted by the use of culturally relevant materials. Limitations, directions for future research, and implications for practice are offered.
Book Synopsis Using Frequency Building to a Performance Criterion with Early Literacy Skills to Affect Oral Reading Fluency for At-Risk Readers in the First Grade by : Jeremy Moeller
Download or read book Using Frequency Building to a Performance Criterion with Early Literacy Skills to Affect Oral Reading Fluency for At-Risk Readers in the First Grade written by Jeremy Moeller and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study used a multiple baseline, multiple probe single-case design to determine the effects of using Frequency Building to Performance Criterion (FBPC) with early reading skills (i.e., letter-sound correspondence, blending sounds into words, and repeated reading) on oral reading fluency. Teachers identified five first grade students at-risk for reading failure to participate in the research. The five students were identified by being in the lowest placement within the reading curriculum. Four students were provided with FBPC three to five times a week for a total of 30 sessions. After each session students were given novel decodable reading passages and timed for one minute. In addition, students were given weekly curriculum-based measures (CBM) grade-level reading probes. Overall, students demonstrated an increase in oral reading fluency, as measured by one minute passage reading, after the introduction of FBPC with early reading skills, demonstrating an experimental effect for teaching early reading skills to oral reading fluency. Students on average increased words read correctly per minute by 62-108% and decreased words read incorrectly per minute by 40-66% from baseline measures. Additionally, students decreased error celertation and made modest gains with correct accel data. Implications for practice and future research are discussed.
Download or read book The Journal of At-risk Issues written by and published by . This book was released on 1997 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of a Computer-assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners who are At-risk for Reading Failure by : Mariah E. Barber
Download or read book The Effects of a Computer-assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners who are At-risk for Reading Failure written by Mariah E. Barber and published by . This book was released on 2015 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results indicate that after 7-11 weeks of intervention, the participants had increased their ORF and comprehension of novel and practiced CR passages. The intervention was also effective for increasing ORF and comprehension scores for novel AIMSweb passages, but to a lesser extent than observed for CR passages. These finding extend the research supporting the usage of Repeated readings for first grade ELL students using computer-assisted instruction to supplement reading instruction. Limitations, directions for future research, and implications for practice are also offered.
Book Synopsis Increasing Oral Reading Fluency by : Cheyenne Morrison
Download or read book Increasing Oral Reading Fluency written by Cheyenne Morrison and published by . This book was released on 2016 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to examine whether an intervention package including modeling, repeated reading, performance feedback, and error correction would result in similar fluency performance for students when implemented in a 1:1 setting compared to a 2:1 setting. This study examined data from an academic intervention program delivered by undergraduate students from a mid-sized public university in the Midwest to students in an elementary school. This study used a single-case research design (i.e., ABC) to compare six elementary-aged students' rate of progress in reading fluency during the intervention when it was implemented in a one-on-one setting to their rate of progress when it was implemented in groups of two. Rate of progress in number of words read correctly per minute on AIMSweb R-CBM reading passages was evaluated for each student during baseline (A), 1:1 intervention (B), and 2:1 intervention (C) phases. Results indicated that three of the students' rate of progress during one-on-one implementation of the intervention. These results demonstrate how small group implementation of a reading intervention can be comparable to one-on-one intervention for increasing students' oral reading fluency." -pages iii-iv
Book Synopsis Reading Acquisition by : Philip B. Gough
Download or read book Reading Acquisition written by Philip B. Gough and published by Routledge. This book was released on 2017-11-27 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
