Dissertations / Theses on the topic 'Reading intervention programs'
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Barr-Cole, Dianne O. "An evaluation of an intense summer reading intervention program /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7621.
Full textCallery, Catherine Florence, and res cand@acu edu au. "An Investigation of Reading Intervention Programs in a Junior Secondary School Setting." Australian Catholic University. Trescowthick School of Education Victoria, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp75.29082006.
Full textBrigg, Peter. "A QUANTITATIVE CAUSAL-COMPARATIVE STUDY OF READING INTERVENTION PROGRAMS FOR ELEMENTARY STUDENTS." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/476016.
Full textEd.D.
It has been well-documented that an educational gap in literacy skills exists among children when they begin school. Some students are able to make progress without support beyond regular classroom instruction, while other students require intensive intervention to remediate literacy skills in hopes of becoming proficient readers. The popularity of reading intervention programs has increased along with the increase in accountability measures. The efficacy of intervention programs is often questioned as the results within schools do not often match the research produced by the intervention company. The main purpose of this study was to examine the effectiveness of the reading intervention programs provided at the participating elementary school. A number of students were not meeting grade level reading expectations and required additional support through a reading intervention. This quantitative research study was designed to explore the effectiveness of the interventions as well as the changes in self-efficacy as students develop reading skills in the intervention programs. As a result, this project will assist school leaders in making decisions about implementation of reading interventions and make recommendations based on the interventions. The research will help the participating elementary school make decisions about intervention programming, and it will add to the growing body of literature centered on improving literacy skills in elementary-aged students. Additionally, the research provides a better understanding of students’ self-perceptions as readers, and the effects of participating in the reading intervention programs. The results of the study create an increased focus on reading interventions and assist in fostering a supportive environment.
Temple University--Theses
Hazelwood, Imari Rashad. "Value and Effectiveness of an Intervention Reading Course." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1340.
Full textWilkinson, Tammy Bruce. "The impact of a computer-based reading intervention program, "Academy of Reading" on reading achievement of second and third graders." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04072008-202712.
Full textChilton, Bonnie Janine. "An intervention plan for "at risk" students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2164.
Full textFeret, Alice J. "Improving the Reading Achievement of Selected At-Risk Readers: One School Division's Approach." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28197.
Full textEd. D.
Despaux, Lori Juhas. "Understanding Reading Intervention from a Child's Perspective: Interviews with Adolescents, Parents, and Teachers." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1109.
Full textArchambault, Catherine. "A reading fluency intervention for second-language readers in French immersion programs : study of cross-linguistic effects." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58668.
Full textEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Gleichauf, Laura Kelley. "The effects of an after-school intervention program on the reading and math proficiency scores of sixth graders." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=630.
Full textLake, Gillian. "Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b.
Full textRoehrick, Mathew Tony. "A study of selected components of intervention programs that impact academic achievement in reading among fluent-english-proficient students in selected middle schools /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3098899.
Full textStofberg, Elmarie. "The influence a reading intervention programme for grade 8 learners in their first language (Afrikaans) has on their first and second language (English) reading skills." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18016.
Full textENGLISH ABSTRACT: An increasing number of studies indicate that South African learners' literacy levels are deplorably low. According to one international study, the Progress in International Literacy Study (PIRLS), conducted in 2006, South African grade 4 learners' literacy levels are the lowest of the 40 countries that participated in the study. The results of the first Annual National Assessment (ANA), conducted in 2011, show that the average literacy performance of grade 3 learners in South Africa lies at 35%. Even though numerous reasons can be presented for these low literacy levels - amongst others, large classes, insufficient teacher training, insufficient educational practices (especially the fact that so little time is spent on reading instruction), and a lack of teaching material - the blame is often cast on the insufficient language proficiency of South African learners. South African learners often receive education in a language which is not their first language. A large number of learners only receive education in their first language for the first three years of their school career and thereafter English usually becomes the language of learning and teaching. It is, however, not only those learners who receive education in their second language who have low literacy skills. Learners who receive education in their first language also encounter problems. The aim of this study was to determine whether a reading intervention programme, designed on the basis of the most recent research on reading, could improve the reading comprehension skills of grade 8 learners in their first language Afrikaans and whether these skills could be transferred to their second language English. The study showed that there was a significant improvement in the participating learners' reading comprehension skills in their first language Afrikaans, as well as in their second language English, even though the reading intervention was only offered in Afrikaans. According to the results of this study, it seems that reading comprehension skills which are acquired in the first language can indeed be transferred to a second language. The implications of these findings for first and second language literacy development are discussed in the final chapter of the thesis.
AFRIKAANSE OPSOMMING: 'n Toenemende aantal studies dui daarop dat Suid-Afrikaanse leerders se geletterdheidsvlakke kommerwekkend laag is. Volgens een internasionale studie, die Progress in International Literacy Study (PIRLS), wat in 2006 gedoen is, is Suid-Afrikaanse graad 4-leerders se geletterdheidsvlakke die laagste van die 40 lande wat deelgeneem het. Die resultate van die eerste Annual National Assessment (ANA) wat in 2011 gedoen is, wys dat graad 3-leerders in Suid-Afrika se gemiddelde prestasie vir geletterdheid slegs 35% is. Hoewel talle redes vir hierdie lae geletterdheidsvlakke aangebied kan word - waaronder groot klasse, onvoldoende onderwyseropleiding, onvoldoende onderrigpraktyke (veral dat daar te min tyd aan leesonderrig bestee word) en 'n gebrek aan onderrigmateriaal - word die blaam dikwels geplaas op die onvoldoende taalvaardighede van Suid-Afrikaanse leerders. Suid-Afrikaanse leerders gaan dikwels skool in 'n taal wat nie hul eerste taal is nie. Talle leerders ontvang slegs vir die eerste drie jaar van hul skoolloopbaan onderrig in hul eerste taal en daarna word Engels gewoonlik die taal van leer en onderrig. Dit is egter nie net die leerders wat in hul tweede taal onderrig ontvang, wat lae geletterdheidsvlakke het nie. Leerders wat in hul eerste taal onderrig ontvang, ondervind ook probleme. Die doel van hierdie studie was om vas te stel of 'n leesintervensieprogram, wat geskoei is op die nuutste navorsing oor lees, die leesbegripsvaardighede van graad 8-leerders in hul eerste taal Afrikaans kan verbeter en of hierdie vaardighede oorgedra kan word op hul tweede taal Engels. Die studie het aangedui dat daar 'n beduidende verbetering in die leerders se leesbegripsvaardighede in hul eerste taal Afrikaans sowel as hul tweede taal Engels was, alhoewel die leesintervensie slegs in Afrikaans aangebied is. Volgens die resultate van die studie wil dit voorkom asof leesbegripsvaardighede wat in die eerste taal verwerf word, oorgedra kan word na 'n tweede taal. Die implikasies van hierdie bevindinge vir die ontwikkeling van geletterdheid in 'n eerste en tweede taal, word in die finale hoofstuk van die tesis bespreek.
Tshuma, Sibhekinkosi Anna. "Reading clubs as a literacy intervention tool to develop English vocabulary amongst Grade 3 English second language learners at a school in Grahamstown, Eastern Cape." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011755.
Full textBasson, Magdalene. "Die ontwikkeling van ‘n geletterdheidsintervensieprogram ter bevordering van woordeskat en leesbegrip by Xhosa-moedertaalsprekers in graad 4-6 Afrikaansmediumklasse." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79797.
Full textENGLISH ABSTRACT: The increasing number of isiXhosa learners in Afrikaans medium schools gave rise to this investigation. According to our Constitution, all citizens have the right to receive education in one of the official languages. Some isiXhosa parents exercise their democratic right by enrolling their children in English- or Afrikaans-medium schools. They are of the opinion that the level of education is of a higher standard in these schools. Consequently, some isiXhosa learners in Afrikaans-medium schools develop barriers to learning due to the fact that they have little or no knowledge of Afrikaans. The purpose of this study was to develop a literacy intervention programme to improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes. Secondly, the aim of the study was to determine whether the literacy intervention programme would lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa learners in grade 4 to 6 Afrikaans-medium classes. The research was conducted in a previously disenfranchised Afrikaans-medium school in Stellenbosch. The research methods employed comprised a literature review supported by an empirical investigation that included pre- and post-tests with learners, interviews with educators and the development and implementation of a literacy intervention programme. A mixed method research design was used, because quantitative data alone would have supplied inadequate answers to the research question. The theoretical basis of the study was Piaget’s theory of cognitive development, as well as Vygotsky’s social constructivist language acquisition theory. Both Piaget and Vygotsky emphasised the importance of social interactions in cognitive development. They regarded the development and use of vocabulary as an integral part of these interactions. Research indicates that the field of second language acquisition is multifaceted and is not supported by a singular theory. Three theories of second language acquisition were explored in this study. They are the communicative approach, shared reading and the schema theory. The role that the language-in-education policy, motivation and social economic status play in second language acquisition was also investigated. Another goal of the literature review was to collect data to develop a literacy intervention programme in which the above-mentioned theories of second language acquisition were utilised. The marsh at the school served as the context for the activities in the programme. Twenty isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans-medium classes were subjected to an intervention programme over a period of six months to determine the success of the intervention programme. Data gathering included quantitative data (pre- and post-tests) as well as qualitative data (interviews with Afrikaans educators) to determine whether the learners’ vocabulary and reading comprehension had improved. The results of the study indicate that the implementation of the literacy intervention programme can lead to the improvement of the Afrikaans vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 tot 6 Afrikaans-medium classes. This is substantiated by previous research. The results also support findings that the Afrikaans vocabulary and reading comprehension of isiXhosa learners in the Afrikaans-medium intervention school can improve if the appropriate intervention is offered timeously.
AFRIKAANSE OPSOMMING: Hierdie ondersoek is onderneem weens die toenemende getal Xhosa-moedertaalsprekers in Afrikaansmediumskole. Volgens die Grondwet het elkeen die reg om onderrig in enige van die amptelike tale te ontvang. Sommige Xhosasprekende ouers oefen hierdie reg uit deur hulle kinders in Afrikaansmediumskole te plaas. Hulle is van mening dat onderrig van 'n hoёr gehalte daar plaasvind. Gevolglik is daar 'n toename van leerders wat struikelblokke tot leer ondervind, omdat hulle min of geen begrip van Afrikaans het nie. Eerstens, is die fokus van hierdie studie die ontwikkeling van 'n geletterdheidsintervensieprogram om die Afrikaanse woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers in 'n Afrikaansmediumskool te bevorder. Ten tweede is dit om te bepaal of die geletterdheidsintervensieprogram 'n verbetering in die woordeskat en leesbegrip van graad 4 tot 6 Xhosa-moedertaalsprekers tot gevolg gehad het. 'n Voorheen benadeelde Afrikaansmediumskool in die Stellenbosch-omgewing is deur die navorser gekies vir die implementering van die geletterdheidsintervensieprogram. Hierdie projek het 'n literatuurstudie ondersteun deur 'n empiriese ondersoek wat voor- en natoetse met leerders, onderhoude met onderwysers en die ontwerp en toepassing van 'n geletterdheidsintervensieprogram ingesluit het, behels. Daar is van 'n gemengde navorsingsontwerp gebruik gemaak, omdat die gebruik van slegs kwantitatiewe data onvoldoende antwoorde op die navorsingsvraag sou verskaf. 'n Literatuurondersoek is gedoen om 'n teoretiese grondslag vir die studie te verkry. Piaget se teorie van kognitiewe ontwikkeling en Vygotsky se sosiaal-konstruktivistiese taalverwerwingsteorie is gebruik om die verwerwing van 'n tweede taal te beskryf. Beide Piaget en Vygotsky het die belangrikheid van sosiale interaksies in kognitiewe ontwikkeling beklemtoon. Hulle het die ontwikkeling en gebruik van woordeskat as 'n integrale deel van hierdie interaksies beskou. Die studie dui daarop dat die aard van tweedetaalverwerwing kompleks is en nie deur 'n enkele teorie ondersteun kan word nie. Drie verskillende benaderings tot tweedetaalverwerwing, naamlik die kommunikatiewe benadering, gedeelde lees en die skema-teorie, is ondersoek. Die rol wat die taal-in-onderwysbeleid (TiOB), motivering en sosio-ekonomiese status in tweedetaalverwerwing speel, is ook ondersoek. 'n Verdere doel van die literatuurondersoek was om inligting te versamel om 'n geletterdheidsintervensieprogram te ontwerp waarin bogenoemde benaderings tot tweedetaalverwerwing gebruik is. Die vleiland by die skool het die konteks geskep waarbinne die onderskeie aktiwiteite beplan is. Die geletterdheids-intervensieprogram is vir ses maande in 'n klas met 20 graad 4 tot 6 Xhosa-moedertaalsprekers toegepas om die sukses daarvan te bepaal. Datagenerering het bestaan uit kwantitatiewe data (voor- en natoetse) asook kwalitatiewe data (onderhoude met die opvoeders wat Afrikaans onderrig) om vas te stel of die leerders se woordeskat en leesbegrip verbeter het al dan nie. Die resultate van hierdie studie toon dat die toepassing van die geletterdheidsintervensieprogram tot die verbetering van die Xhosa-moedertaalsprekers in graad 4 tot 6 Afrikaansmediumklasse se Afrikaanse woordeskat en leesbegrip kan lei. Dit stem ooreen met bevindinge van vorige navorsing, naamlik dat die verbetering van leerders se woordeskat tot die verbetering van leesbegrip lei. Verder ondersteun die resultate die bevindinge dat Xhosa-moedertaalsprekers in die Afrikaansmedium intervensieskool se Afrikaanse woordeskat en leesbegrip kan verbeter, mits hulle die nodige, gepaste ondersteuning betyds ontvang.
Eckhoff, Teri L. "The effect on developmental college students’ independent reading rates after implementing an intervention of guided readings using the reading plus computerized reading program." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3952.
Full textThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.
Graham, Sabrina L. "Effective reading instruction in a Response to Intervention program evaluation." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=794.
Full textMcCoy, Booth Joyce Diane. "Evaluation of the Focused Reading Intervention Program for Middle School Struggling Readers." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7698.
Full textZurybida, Patricia Marie. "Learning together, but differently : understanding the impact and implications of a whole group reading intervention /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7737.
Full textCorwin, Jami H. "The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3108.
Full textChirchick, Rebecca Miriam. "After school intervention for English learners a pilot reading program targeting reading fluency and motivation /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930906691&sid=6&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textSchnug, James R. "Learning to read in an intervention program and the classroom reading group /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759055159194.
Full textHibshman, Chad. "Can computer assisted instruction (CAI) increase test scores in a reading intervention program for at-risk middle school students?" Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2005. http://www.kutztown.edu/library/services/remote_access.asp.
Full textSource: Masters Abstracts International, Volume: 45-06, page: 2807. Typescript. Abstract precedes thesis as 1 leaf (v). Includes bibliographical references (leaves 36-40).
Matthews, Elizabeth Nicole. "Analysis of an Early Intervention Reading Program for First Grade Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/396.
Full textOlson, Elizabeth Bubonic. "Improving the skills of low-performing readers in an alternative school program." Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/1119.
Full textSmith, Kathy Joiner. "Impact of READ 180 on Adolescent Struggling Readers." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/355.
Full textLuevano, Jessica. "A reading intervention program to address the achievement gap| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527980.
Full textThe purpose of this project was to locate a potential funding source and write a grant to create an ongoing summer program to improve reading proficiency for elementary school students' living in the Watts neighborhood of Los Angeles, California. There is a need for supplemental academic support for children of low-income families that focus on reading proficiency and mastery of language arts. The goal of the program is to increase family involvement in academics, student academic achievement, and the graduation rates of low income minority students. An extensive literature review was performed to investigate ways to address high school dropout rates and the achievement gap in Los Angeles. Low reading proficiency between the first and fourth grade of elementary school was determined to be a major factor contributing to the income achievement gap. A search was conducted to find a funder for a program that focuses on similar issues. Based on their mission to promote opportunity in Los Angeles County, The California Community Foundation was identified as a funding source. Actual submission for funding of this grant were not required for the completion of this project.
Kershner, Erin. "A Program Evaluation of an After-School Reading Intervention Program in a Small Urban Elementary School." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153927.
Full textRisner, Christina M. "Using an Intervention Reading Program to Improve the Comprehension Skills of Middle School Students." Defiance College / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281635866.
Full textAllison, James. "A Program Evaluation of a Literacy Intervention for Reluctant Middle School Readers." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734012.
Full textThe purpose of this mixed-methods study was to determine if the literacy intervention program for reluctant readers in one middle school was effective as measured by an increase in student reading scores measured by the Student Reading Inventory Assessment. I investigated perceptions of 100 students and 28 teachers regarding the literacy intervention program through the use of district-administered surveys. I also interviewed eight teachers regarding their delivery of the literacy interventions in the classroom setting.
The literacy intervention program targeted the population of students identified as reluctant readers who were not already receiving any reading intervention, but were reading below grade level. The study investigated whether or not the intervention contributed to an increase in student reading abilities with 44 students who read 0 to 6 months below grade level, as measured by the Student Reading Inventory Assessment. The study also investigated eight teachers' opinions of professional development that was implemented in 2014-2015 that focused on literacy instruction across all content areas, other than English Language Arts.
Lohff, Elizabeth Ann 1960. "The Literacy Assistance Project: A case study of an early intervention reading program." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288760.
Full textSamanich, Tracy Tucker. "The effectiveness of the Scott Foresman early reading intervention program on improvement of phonemic awareness and decoding skills for a sample of at-risk kindergarten students." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061399562.
Full textTitle from first page of PDF file. Document formatted into pages; contains viii, 93 p.; also includes graphics. Includes abstract and vita. Advisor: Antoinette Miranda, College of Education. Includes bibliographical references (p. 89-93).
Swain, Audrey M. "An evaluation of an instructional intervention program based on Clay's Reading Recovery Program for elementary school students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ34236.pdf.
Full textJudd, Mariane, and n/a. "The efficacy of a reading recovery program or an extra lesson program in comparison to no intervention for children having difficulty reading in their second year at school." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060803.131535.
Full textBatts, Troy D. "The Effects of the Texas Reading First Response to Intervention Program on Student Achievement and Campus Special Education Rates." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283855/.
Full textVoet, Dustin Michael. "Potential Social Emotional Benefits from Academic Interventions Provided During a Summer Reading Program." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1553699894820577.
Full textLevinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/314612/.
Full textMalone, Talitha C. "Program Evaluation: Fast ForWord as an Intervention to Improve Reading Achievement in an Appalachian Ohio Elementary School." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375393381.
Full textHanderhan, Eleanor Casagrande. "Reading instruction as defined by "successful" teachers and their first grade students within an early intervention program." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239368859.
Full textSpencer, Kenneth D. "The academic effect of an intensive reading intervention program at a rural California middle school using data from a one year program." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/54.
Full textSwain, Heather. "An evaluation of the implementation of the Reading intervention programme : Using teaching assistants to deliver evidence based literacy intervention." Thesis, University of Newcastle Upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519594.
Full textKälleskog, Eleonor. "Reading Recovery - A Second Chance to Learn : An Early Intervention Program to Reduce Reading and Writing Difficulties in New Zealand." Thesis, Linköping University, Department of Educational Science (IUV), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7265.
Full textReading Recovery är ett vida spritt, individcentrerat men reproducerbart program för de svagaste eleverna efter sitt första skolår. Reading Recovery har sitt ursprung på Nya Zeeland, där professor Marie Clay med kollegor med början under 1970-talet bedrev omfattande läsforskning.
Den enskilda undervisningen sker enligt en strukturerad lektionsram under 30 minuter dagligen. Programmet bygger på genomgripande utbildning och kontinuerlig fortbildning av redan framgångsrika grundskollärare för att rusta dem för att fatta individuella, pedagogiska beslut med syfte att accelerera läs- och skrivinlärningen hos de utsedda barnen. Eleverna stimuleras att lära sig läsa och skriva genom att främst läsa korta, intresseväckande böcker samt engageras i anslutande skrivande. Betoning ligger på att eleverna ska bli självständiga och utveckla metakognitiva strategier. Elever väljs ut till Reading Recovery genom klasslärarens rekommendation samt utifrån elevens resultat på en omfattande serie tester inom den s.k. Observation Survey of Early Literacy Achievement; en observation av den tidiga läs- och skrivförmågan. Vanligtvis erbjuds Reading Recovery-undervisning till de 20 procent på respektive skola, vilka uppnått lägst resultat på ovanstående tester. Det grundläggande syftet med programmet är att reducera antalet elever med grava svårigheter att utveckla läs- och skrivförmåga samt att minimera kostnaden för deras utbildning.
En majoritet av eleverna i Reading Recovery når avsedda mål och i internationella jämförelser ligger Nya Zeeland vanligen bland de högst rankade länderna i läsning. Samtliga av mina respondenter vittnade om de stora fördelarna med Reading Recovery. Enligt mina observationer stämmer pedagogernas faktiska utförande väl överens med programmets ursprungliga teoribas.
Reading Recovery is a widely disseminated, replicable, early intervention program for the lowest performing first-grade students. Originally, Marie Clay and colleagues constructed Reading Recovery in New Zealand on the base of broad research from the 1970’s and onwards. It utilizes a uniform lesson framework and extensive professional development to help already successful teachers make individual, instructional decisions designed to accelerate the literacy learning of the selected children within one-to-one, 30-minute daily lessons. The children are stimulated to learn to read and write by reading and writing. Short stories are used and writing activities are connected to reading. Emphasis is on teachers guiding children to be independent and learn metacognitive strategies.
Reading Recovery students are identified for services based on teachers’ recommendations and the students’ performances on the Observation Survey of Early Literacy Achievement, with a number of wide-ranging assessments. Usually, students who score at or below the 20th percentile on the survey at a particular school are provided the intervention.
The fundamental purpose of the program is to reduce the number of students who have severe difficulty developing literacy skills and to reduce the cost of educating them. A majority of the Reading Recovery students do reach the intended goals and in international comparative studies New Zealand usually is among the top ranking countries in reading.
All my interviewees testified of the great advantages of Reading Recovery and, according to my conclusions, actual practice is well correlated with theory.
Manzoli, Priscila Maria de Lima Ribeiro. "Verificação da eficácia do CD-ROM Alfabetização Fônica Computadorizada no desenvolvimento de habilidades de consciência fonológica e de leitura." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-08102013-152443/.
Full textThe reciprocal relationship between phonological awareness and reading skills is already known. Several studies have demonstrated the direct effect of training in phonological awareness on reading acquisition and how the systematic training of reading supports the development of more complex levels of phonological awareness. In this context, the aim of the research was to determine the effectiveness of the CD-ROM Alfabetização Fônica Computadorizada in the development of phonological awareness and reading in children from the second year of elementary school. The study included 81 children, aged between six and eight years old, of both sexes, enrolled in the second year of a public school on the outskirts of a town with 30,000 inhabitants. To assess phonological awareness, the Phonological Awareness Test was applied. To assess reading skills, a version of Provinha Brasil and an oral word reading test were applied. We adopted a randomized comparison of groups in three evaluation moments. At first, all children were assessed. After the first assessment, the intervention was conducted only on children from Group 1. During the intervention, the activities of the CD-ROM were distributed over ten sessions, which happened twice a week. At the end of the intervention, all participants were assessed again. Children from Group 2 went through the intervention after the second evaluation. At the end of the intervention in Group 2, the last evaluation was conducted in both groups. The results were analyzed in terms of the effect of the intervention and response to intervention due to prior repertoire of phonological awareness. Regarding the effects of the intervention, the results indicated that the program had a direct impact on phonemic synthesis and phonemic segmentation skills of the participants. This was observed through the significant difference between the groups during the second evaluation, when only one of the groups had been subjected to the intervention. In relation to the other skills involved in phonological awareness and reading skills, the results indicated no significant effect arising from the intervention, but showed development of these skills throughout the school year. In order to evaluate the response to the intervention as a function of prior repertoire, participants were classified into five development profiles of phonological awareness skills before and after the intervention. The comparison between pre- and post-intervention assessments showed that children with a more refined repertoire of entry, i.e. with more developed phonological skills, were the most benefited from the program.
Wilfong, Lori G. "Combining the power of poetry, repeated readings, and community volunteers for literacy intervention the poetry academy /." [Kent, Ohio] : Kent State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1153422922.
Full textTitle from PDF t.p. (viewed Sept. 12, 2006). Advisor: Nancy D. Padak, Wendy C. Kasten. Keywords: fluency; poetry; volunteers; word recognition; words correct per minute; comprehension. Includes bibliographical references (p.153-165).
Calderone, Cynthia Dianne. "Case studies of trainers' and selected teachers' perceptions of an early reading intervention training program." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002063.
Full textThraves, Philip. "An investigation into students reading attitudes and habits using a children’s literature intervention programme." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1922.
Full textThis study traces the effects of a children’s literature intervention on first year B Ed students’ reading habits and attitudes. A review of relevant literature includes concepts of literacy, with specific reference to family literacy, adolescent literacy and critical literacy; effective literacy practices; reading, reader response and theoretical perspectives of literature, including children’s literature, and its application in the classroom; motivation and reader-identity. A variety of quantitative and qualitative methods were used to gather data over a period of eighteen months. The data captured attitudes to reading and traced changes in attitudes, habits and motivation resulting from an intervention that required students to engage in reading a range of children’s literature texts. Findings showed movement from apathy to engagement at the lowest levels of change and from extrinsic to intrinsic motivation at successive levels of change. Most significantly, the intervention caused discontinuous (permanent) change in students’ constructions of themselves as readers. Key words: critical literacy; adolescent literacy; reader response; children’s literature; extrinsic / intrinsic motivation; discontinuous change; reader identity.
Howrey, Kim L. "The effectiveness of one on one tutoring and reading group intervention in first and second grade within Chapter One Reading Program /." View online, 1991. http://repository.eiu.edu/theses/docs/32211998754198.pdf.
Full textBreymaier, Susan M. "The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296.
Full textKeyes, Starr E. "The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850.
Full textCerqueira, César Alexandra Beatriz Portes de [UNESP]. "Programa fonoaudiológico de intervenção multissensorial para sujeitos com dislexia: aplicação e significância clínica." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153613.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Este estudo teve por objetivos elaborar um programa de intervenção multissensorial para sujeitos com dislexia e analisar a significância clínica do desempenho dos sujeitos em dois estudos pilotos. Método: O estudo foi desenvolvido em 2 fases, sendo a Fase 1 a elaboração de um programa de intervenção multissensorial pra sujeitos com dislexia com base nos estudos descritos na literatura e a Fase 2 a aplicação e análise da significância clínica do desempenho dos escolares com dislexia no programa de intervenção multissensorial elaborado. Na Fase 1 foi realizado levantamento bibliográfico para elaboração do programa, elaborado a partir das habilidades de reconhecimento do alfabeto, correspondência grafema-fonema, conhecimento do ponto articulatório do fonema, realização do traçado de letra, estereognosia, identificação de rima, produção de rima, identificação de aliteração, produção de aliteração, adição silábica, subtração silábica, substituição silábica, combinação silábica, adição fonêmica, subtração fonêmica, substituição fonêmica e combinação fonêmica. A Fase 2 foi dividida em dois estudos pilotos. Participaram do Estudo Piloto I 5 sujeitos do 3º ao 5º ano do ensino fundamental, com idade de 8 a 10 anos e 11 meses, de ambos os gêneros, com diagnóstico interdisciplinar de dislexia; e o Estudo Piloto II teve como participantes 10 sujeitos do 3º ao 5º ano do ensino fundamental, com idade de 8 a 10 anos e 11 meses, de ambos os gêneros, com diagnóstico interdisciplinar de dislexia, divididos em 2 grupos. Grupo I (GI): composto por 5 sujeitos com diagnóstico interdisciplinar de dislexia submetidos à intervenção e Grupo II (GII): composto por 5 sujeitos com diagnóstico interdisciplinar de dislexia não submetidos à intervenção. Todos os sujeitos foram submetidos na pré e pós-testagem à aplicação das Provas de habilidades metalinguísticas e de leitura e do Protocolo de avaliação da Ortografia. A análise estatística foi realizada por meio do Método JT para verificar se houve mudança positiva ou negativa e significância clínica evidenciando assim a eficácia terapêutica do programa elaborado na Fase 1. Resultados: A partir dos resultados e da aplicação do Programa de Intervenção Multissensorial no Estudo Piloto I, fez-se necessário a mudança de estímulos nas sessões 6 a 10, bem como nas atividades da habilidade de Domínio do Princípio Alfabético. Os resultados do Estudo Piloto II mostraram que houve melhora e significância clínica nas provas de habilidades metalinguísticas, como identificação de fonema inicial e medial; adição, subtração, substituição e segmentação de sílabas; repetição de não-palavras polissilábicas com 4, com 5 e com 6 sílabas; e nas provas de ortografia, como quanto aos erros do tipo CF/G nas provas de ditado de palavras, ditado de pseudopalavras e ditado de figuras; quanto aos erros do tipo OAS nas provas de ditado de palavras, ditado de pseudopalavras e ditado de figuras; quanto aos erros do tipo CF/GDC nas provas de ditado de palavras, ditado de pseudopalavras e ditado de figuras; quanto aos erros do tipo APIA na prova de ditado de figuras; quanto aos erros do tipo OA na prova de ditado de figuras e quanto aos erros dos tipos OP e AP na prova de ditado de frases. Os sujeitos do GI, submetidos à intervenção obtiveram melhor desempenho na pós-testagem em comparação com a pré-testagem. Conclusão: o programa elaborado mostrou-se eficaz e com aplicabilidade, podendo ser utilizado como um instrumento de intervenção baseada em evidência científica que auxilie a melhroa do desempenho em decodificação e codificação da leitura e escrita de escolares com dislexia.
This study aimed to develop a multisensory intervention program for subjects with dyslexia and to analyze the clinical significance of the subjects' performance in two pilot studies. Method: The study was developed in 2 phases, Phase 1 being the elaboration of a multisensory intervention program for subjects with dyslexia based on the studies described in the literature and Phase 2 the application and analysis of the clinical significance of the performance of students with dyslexia in the multisensory intervention program developed. In Phase 1 a bibliographical survey was carried out for the elaboration of the program, elaborated from the alphabet recognition skills, grapheme-phoneme correspondence, knowledge of articulatory point of the phoneme, accomplishment of letter tracing, stereognosia, rhyme identification, rhyme production, identification of alliteration, alliteration production, syllabic addition, syllabic subtraction, syllabic substitution, syllabic combination, phonemic addition, phonemic subtraction, phonemic substitution and phonemic combination. Phase 2 was divided into two pilot studies. Pilot Study I participated in 5 subjects from the 3rd to the 5th year of primary education, aged 8 to 10 years and 11 months, of both genders, with an interdisciplinary diagnosis of dyslexia; and the Pilot Study II had as participants 10 subjects from the 3rd to the 5th year of primary education, aged 8 to 10 years and 11 months, of both genders, with an interdisciplinary diagnosis of dyslexia, divided into 2 groups. Group I (GI): composed of 5 subjects with interdisciplinary diagnosis of dyslexia submitted to the intervention and Group II (GII): composed of 5 subjects with an interdisciplinary diagnosis of dyslexia not submitted to the intervention. All subjects were submitted in the pre- and post-test to the application of the Metalinguistic and Reading Skills Tests and the Spelling Assessment Protocol. Statistical analysis was performed using the JT method to verify whether there was a positive or negative change and clinical significance, thus evidencing the therapeutic efficacy of the program elaborated in Phase 1. Results: Based on the results and the application of the Multisensory Intervention Program in the Pilot Study I, it was necessary to change stimuli in sessions 6 to 10, as well as in the activities of the Domain ability of the Alphabetical Principle. The results of the Pilot Study II showed that there was improvement and clinical significance in the tests of metalinguistic abilities, as identification of initial and medial phoneme; addition, subtraction, substitution and segmentation of syllables; repetition of non-polysyllabic words with 4, with 5 and with 6 syllables; and in spelling tests, as for CF/G type errors in word dictation, pseudoword dictation and figure dictation; as for OAS-type errors in proofs of word dictation, dictation of pseudowords and dictation of figures; for CF/GDC type errors in word dictation tests, pseudowell dictation and figure dictation; as for the APIA type errors in the dictation test of figures; as well as for errors of type OA in the proof of dictation of figures and for errors of types OP and AP in the proof of dictation of sentences. The GI subjects who underwent the intervention obtained better performance in the post-test compared to the pre-test. Conclusion: the elaborated program was effective and can be used as an intervention instrument based on scientific evidence that helps improve performance in decoding and coding of students with dyslexia.
FAPESP: 2016/01370-4