Gotowe bibliografie tematyczne / Reading intervention programs

Gotowa bibliografia na temat „Reading intervention programs”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "Reading intervention programs"

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Murray, Maria S., Kristen A. Munger i Elfrieda H. Hiebert. "An analysis of Two Reading Intervention Programs". Elementary School Journal 114, nr 4 (czerwiec 2014): 479–500. http://dx.doi.org/10.1086/675635.

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Jenkins, Joseph R., Ellen Schiller, Jose Blackorby, Sara Kalb Thayer i W. David Tilly. "Responsiveness to Intervention in Reading". Learning Disability Quarterly 36, nr 1 (15.11.2012): 36–46. http://dx.doi.org/10.1177/0731948712464963.

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This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school’s RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools’ RtI models.
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Auletto, Kathryn C., i Mary-Kate Sableski. "Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District". International Journal of Educational Reform 27, nr 3 (lipiec 2018): 234–52. http://dx.doi.org/10.1177/105678791802700301.

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Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?
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Hawkins, Sue. "Early Intervention in Preventing Reading Problems". Academic Therapy 21, nr 2 (listopad 1985): 193–97. http://dx.doi.org/10.1177/105345128502100210.

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Gustafson, Stefan, Linda Fälth, Idor Svensson, Tomas Tjus i Mikael Heimann. "Effects of Three Interventions on the Reading Skills of Children With Reading Disabilities in Grade 2". Journal of Learning Disabilities 44, nr 2 (marzec 2011): 123–35. http://dx.doi.org/10.1177/0022219410391187.

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In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs ( n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.
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Horowitz-Kraus, Tzipi, i Sarah Finucane. "Separating the Different Domains of Reading Intervention Programs". SAGE Open 6, nr 2 (14.04.2016): 215824401663911. http://dx.doi.org/10.1177/2158244016639112.

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CUNHA, Vera Lúcia Orlandi, i Simone Aparecida CAPELLINI. "Informative intervention programs to reading comprehension: Development and implementation". Estudos de Psicologia (Campinas) 34, nr 3 (wrzesień 2017): 411–22. http://dx.doi.org/10.1590/1982-02752017000300009.

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Abstract The objective of this study was to develop two intervention programs to promote reading comprehension, one for narrative texts and one for expository texts, to be used by 3rd-5th grade elementary school teachers in the classroom. The applicability of the programs was verified. A total of 143 elementary school students in 3rd, 4th, and 5th grades participated in this study. The students were evaluated before and after the administration of the intervention programs. There were significant differences in the answers of inferential questions about the macrostructure of the narrative texts in the three groups of students evaluated. A significant difference was also observed in the expository texts for the group of 5th graders, indicating superior performance of the students submitted to the programs. The strategies of the informative programs were more effective in improving students’ reading performance on the narrative texts than on the expository texts. Therefore, the strategies used should be reviewed in future studies.
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Le Fevre, Deidre, i Virginia Richardson. "Staff development in early reading intervention programs: the facilitator". Teaching and Teacher Education 18, nr 4 (maj 2002): 483–500. http://dx.doi.org/10.1016/s0742-051x(02)00011-2.

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Das, J. P., V. Hayward, George K. Georgiou, Troy Janzen i Neelam Boora. "Comparing the Effectiveness of Two Reading Intervention Programs for Children With Reading Disabilities". Journal of Cognitive Education and Psychology 7, nr 2 (styczeń 2008): 199–222. http://dx.doi.org/10.1891/194589508787381836.

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The effectiveness of two reading intervention programs (phonics-based and inductive learning) was investigated with 63 First Nations children identified as poor readers in Grades 3 and 4 in Study 1, whereas in Study 2, the efficacy of booster sessions for inductive learning or PREP (PASS Reading Enhancement Program) was examined. The major dependent variables in Study 1 were pretest to posttest changes following intervention on reading tests for word reading and word decoding. Other dependent variables comprised tests of phonological awareness, rapid naming speed, and cognitive tests of Planning, Attention, Successive, and Simultaneous processing (PASS). Results of Study 1 showed a significant improvement on both reading tasks following inductive learning intervention, among children below the median in comparison with those above the median. The phonics-based program resulted in similar improvement in only one of the reading tasks, word decoding. Results are discussed in terms of approaches to reading intervention for children with persistent reading difficulties. In Study 2, the important dependent variables were word reading and word decoding, as well as passage comprehension. Results showed that PREP participants evidenced continued improvements in their reading skills, notably in comprehension.
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Archambault, Catherine, Sterett H. Mercer, Michèle P. Cheng i Sonja Saqui. "Lire en Français: Cross-Linguistic Effects of Reading Fluency Interventions in French Immersion Programs". Canadian Journal of School Psychology 34, nr 2 (14.02.2018): 113–32. http://dx.doi.org/10.1177/0829573518757790.

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Research on the development of reading skills in bilingual students suggests that reading skills develop interdependently across languages. The current study examined the effects of a French reading fluency intervention on the French and English reading skills of three Grade 3 students attending a French immersion program using a concurrent multiple baseline across participants single-case design. Results indicate that the intervention produced improvements in French reading fluency on instructional passages during intervention sessions and generalized improvements in English reading fluency skills. These findings provide additional support for the transferability of reading skills across languages.
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Rozprawy doktorskie na temat "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.

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Callery, Catherine Florence, i 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.

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This study investigates key factors contributing to literacy development of underachieving readers in a junior secondary school. Two intervention programs designed to enhance the reading skills of eight underachieving readers in a junior secondary school were used. These eight individuals, of normal intelligence, had in common a history of reading difficulties. In the first of these programs eight students participated in a one-on-one reading intervention program using an adaptation of the program Making A Difference (Ministry of Education and Training, Victoria, 1992). In the second program four students from the above-mentioned cohort participated in a one-to-four intervention program involving the use of a Meta Language Awareness Program involving, among other things, Reciprocal Teaching (Palinscar and Brown 1985) procedures. The underlying premise to this study is that underachieving readers are characteristically non-strategic and that through two explicit methods of instruction used they can improve their reading. A key to helping the participants break the cycle of failure in reading is to help them make the connection between effort in the use of particular reading strategies and success in the reading process. This study reveals that struggling adolescent readers have many reasons for their difficulties with reading and require different approaches to the process of reading. However, with teacher persistence in appropriate conditions, and tailoring reading experiences to meet student needs, such individuals can become successful, engaged readers who enjoy reading. A detailed analysis of one case, ‘Sarah,’ is presented since “it can provide insight into the class of events from which the case has been drawn” (Burns, 1995, p. 320). Evidence measured in tests and anecdotal records illustrate general findings about Sarah and the other seven participants. Themes related to the participants’ ultimate success in reading are elaborated in this thesis, not because they are thought to be unique but because they will most likely be recognisable to other teachers of struggling adolescent readers.
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Brigg, 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.

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Educational Leadership
Ed.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
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Hazelwood, Imari Rashad. "Value and Effectiveness of an Intervention Reading Course". TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1340.

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Students who graduate from high school and receive a diploma believe they are indeed ready for a college education. What most of these students are not aware of is that many students enter into higher education underprepared for the rigors of college level coursework. There are support programs such as tutoring and intervention reading courses that have been created to combat this problem and further prepare students to handle college level work, specifically reading. This study evaluated the effectiveness of an intervention reading course in terms of student success and growth. Students participated in a semester long course and were taught many reading and comprehension strategies to use in and outside of the class. Students were also given the Nelson-Denny Adult Reading Test as a pre- and post-test measure of success in the intervention reading course. After collecting and analyzing data, statistics show that the intervention reading course does, in fact, have a positive effect on students’ vocabulary and comprehension growth.
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Wilkinson, 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.

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Chilton, Bonnie Janine. "An intervention plan for "at risk" students". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2164.

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This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second and third grade at risk students at Chester Morrison Elementary School, in Menifee, California during two weeks of their off track time. Both sessions have daily detailed plans for the teacher outlining all the components of a balanced literacy program. Both sessions contain relevent books that students make and take, shared reading to increase comprehension and skill building, and constant literacy opportunities.
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Feret, 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.

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This study describes the long-term reading achievement of a group of children identified by teachers in 1994 as low-achieving students in reading. Four research questions guided the study, and the 165 participants came from 12 elementary schools in Montgomery County, Virginia. They were selected, because they had participated in Reading Recovery in first grade and had taken the reading portion of the Stanford 9 Achievement Test in the spring of third grade. The literature review covers the history of reading instruction, outlines the Chapter I model, compares and contrasts the New Zealand and American Reading Recovery models, and profiles the impact of Reading Recovery on the research community. Means and standard deviations were analyzed to compare the relative performance of four major populations: Reading Recovery, Reading Recovery/Chapter I, Chapter I, and Waitlisted. The results of the analyses suggest that Reading Recovery students successfully discontinued in any number of lessons had means in the top half of the distribution of means for all populations in the study. With the addition of one to two years of Chapter I instruction after Reading Recovery, some students achieved the highest mean. The scores of Chapter I students with one year of instruction nearly matched the Reading Recovery mean. Two to three years of Chapter I produced lower means. The waitlisted students scored slightly lower than the other three populations. The results of the study confirm the efficacy of Reading Recovery as an early intervention, but indicate that using Chapter I as a transitional step between Reading Recovery and successful independent reading sustains long-term reading achievement.
Ed. D.
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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.

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This qualitative phenomenological study explored the perceptions and experiences of the middle school students who participated in learning center support as elementary students in independent schools. There were 16 participants from three sites included in the study: six students, seven parents, and three learning specialists. The research questions guiding this study included: (1) What are the perspectives of students on the impact of the learning center experience in regard to reading development? (2) How does the child's discernment of how he or she is perceived academically by his or her reading teacher contribute to/hinder the process of learning to read? (3) How does a child's sensitivity to being identified as needing extra support in learning to read affect/support the experience? (4) What do students, parents, and teachers think about learning centers? (5) How do children perceive reading teacher effectiveness and successful reading instruction? (6) How does a child's perception of a model of reading intervention inform the planning of teachers, interventionists, and reading specialists? (7) What do students think about the activities they participate during learning center time? Literature reviewed for the study included the existence of the reading problem in the United States, models of reading intervention, strategies shown to accelerate reading growth, teacher knowledge, and student perspectives. Data was collected in the form of interviews and observations, and was reviewed in consideration of narrative inquiry, typological analysis, and polyvocal analysis. All participant responses were considered across cases with specific attention given to the guiding research questions. The six students interviewed believed that their participation in the learning center helped them in some way. Some of them were able to verbalize what was helpful, while others provided few details. Nonetheless, the student participants offered specific recommendations on how to improve the learning center structure. Parent interviews shored up varying perspectives and recommendations for ways that the structure of the learning center should remain the same and also how it should change. Finally, learning specialists shared their views and experiences and added a richer understanding to the study in general. Three major themes emerged from the data. First, that students and parents attach a stigma to resource support. Second, that students and parents feel like they had to give something up because of their participation in the learning center. And third, methodological issues on the structure of the interviews were raised. Findings and current research were connected, and considerations for future research were made.
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Archambault, 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.

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Evidence from studies of the development of reading skills in bilingual populations suggests that reading instruction in one language could have beneficial effects on the development of reading skills in another language. To examine the effects of French reading instruction on French and English oral reading fluency, a reading fluency intervention was delivered to three Grade 3 students enrolled in a French immersion program and experiencing reading difficulties following a concurrent multiple baseline across participants design. It was hypothesized that the intervention would have beneficial effects on reading fluency skills in both languages. The intervention led to improvements in French reading fluency on instructional passages during the intervention for all participants. Improvements did not generalize to the probes used for French progress monitoring, as students demonstrated similar progress before and after the intervention was put in place. Students also demonstrated gains in reading comprehension during both phases. All three students however showed an increase in English reading fluency during the intervention phase, suggesting the intervention had a beneficial effect on English oral reading fluency. The lack of generalization of effect to the French progress monitoring probes could be due to the students’ progress in French prior to the intervention and to their more limited vocabulary in French. Results from this study provide support for the transferability of reading skills across languages and suggest that the procedures used are a promising intervention for improving reading fluency in French immersion students. It was recommended that future research further investigate the effectiveness of the intervention using a larger sample.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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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.

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Książki na temat "Reading intervention programs"

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Moskal, Mary Kay. Literacy leadership to support reading improvement: Intervention programs and balanced instruction. New York: Guilford Press, 2011.

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Phillips, Linda. Family literacy matters: A longitudinal parent-child literacy intervention study. Calgary, AB: Detselig Enterprises, 2006.

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Montgomery, Judy K. Start-in: Students are responding to intervention : a response to intervention (RtI) program for reading. Greenville, SC: Super Duper Publications, 2006.

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Company, Macmillan/McGraw-Hill School Publishing. [Treasures: A reading/language arts program] : Tier 2 intervention. New York, NY: Macmillan/McGraw-Hill, 2011.

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Effects of family literacy interventions on children's acquisition of reading. New York: Nova Science Publishers, 2009.

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Young, Sharon K. The efficacy of the Scientific Research Associates corrective reading program for students with reading disabilities. Lewiston, New York: The Edwin Mellen Press, 2014.

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Stone, Celia. Reading Success 4: A Multisensory Reading Intervention Program. LDA, 2001.

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Family Literacy Matters: A Longitudinal Parent-Child Intervention Study. Detselig Enterprises Ltd, 2007.

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Stone, Celia. Reading Success Book 6: A Multisensory Reading Intervention Program. LDA, 2001.

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Reading Success Book 1: A Multisensory Reading Intervention Program. Instructional Fair, 2001.

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Części książek na temat "Reading intervention programs"

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Csíkos, Csaba, i János Steklács. "Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students". W Trends and Prospects in Metacognition Research, 345–66. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6546-2_16.

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Poskiparta, Elisa, Marja Vauras i Pekka Niemi. "Promoting Reading Skills in a Computer-Based Training Program". W Problems and Interventions in Literacy Development, 335–48. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_21.

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Chapman, James W., Keith T. Greaney i William E. Tunmer. "Is Reading Recovery an Effective Early Literacy Intervention Programme for Children Who Most Need Literacy Supports?" W Excellence and Equity in Literacy Education, 41–70. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137415578_3.

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Burns, Matthew K., Benjamin Silberglitt, Theodore J. Christ, Kimberly A. Gibbons i Melissa Coolong-Chaffin. "Using Oral Reading Fluency to Evaluate Response to Intervention and to Identify Students not Making Sufficient Progress". W The Fluency Construct, 123–40. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-2803-3_5.

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Wheldall, Kevin, Robyn Wheldall, Alison Madelaine, Meree Reynolds, Sarah Arakelian i Saskia Kohnen. "‘Just Teach Our Kids to Read’: Efficacy of Intensive Reading Interventions for Both Younger and Older Low-Progress Readers in Schools Serving Mainly Remote Indigenous Communities". W Language Policy, 221–46. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8629-9_13.

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McGee, Lea M., i Kathryn S. Nelson. "Scaffolding Children’s Reading During Guided Reading in Intervention Programs". W Literacy Research, Practice and Evaluation, 61–78. Emerald Group Publishing Limited, 2013. http://dx.doi.org/10.1108/s2048-0458(2013)0000003007.

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"Early Reading Intervention Through After-school Tutoring Programs". W Curriculum Leadership Development, 203–17. Routledge, 2012. http://dx.doi.org/10.4324/9780203063095-20.

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Hodges, Tracey S., Chyllis E. Scott, Erin K. Washburn, Sharon D. Matthews i Carly Gould. "Developing Pre-Service Teachers' Critical Thinking and Assessment Skills With Reflective Writing". W Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments, 146–73. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7823-9.ch008.

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Teacher education programs are implementing more reflection into their coursework to better prepare future teachers to think critically in their classrooms. In this multiple-participant case study, the researchers analyze nine PSTs from two different teacher preparation programs. All PSTs participated in one-on-one or small group reading interventions with young children and conducted a series of assessments and intervention lessons over one semester. At the same time, the PSTs took a course focused on reading assessment and intervention. Through the course, PSTs reflected on their intervention practices, student growth, instructional strengths and weaknesses, and additional concerns that could arise during the sessions through the use of reflective writing assignments. Through learning about literacy assessments and conducting literacy interventions and tutoring, PSTs practiced and enhanced their critical thinking skills.
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Harushimana, Immaculée. "“What Is the Meaning of Of?”". W Immigration and Refugee Policy, 137–54. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8909-9.ch008.

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This chapter describes a small reading intervention program, in the form of participatory action research, which was conceived for African-born, elementary level immigrant children upon a third grader's indication that she did not know the meaning of the word of. The twofold purpose of the intervention was to: (1) uncover the challenges of being from a non-reading culture and being taught by a teacher from a reading culture, and (2) propose ways these challenges could be minimized. The chapter describes in detail the noticing strategies—punctuation discovery, sentence recall, copying, word dictation, etc.—that were used to develop basic reading and writing skills of p-6 French-speaking, African immigrant children. The chapter concludes with a call on educational policy makers to sponsor reading immersion programs for newcomer students, with a recommendation that these courses be taught by qualified immigrant educators, to ensure that these students' school integration process assures success.
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Harushimana, Immaculée. "“What Is the Meaning of Of?”". W Advances in Early Childhood and K-12 Education, 360–76. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3955-1.ch018.

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This chapter describes a small reading intervention program, in the form of participatory action research, which was conceived for African-born, elementary level immigrant children upon a third grader's indication that she did not know the meaning of the word of. The twofold purpose of the intervention was to: (1) uncover the challenges of being from a non-reading culture and being taught by a teacher from a reading culture, and (2) propose ways these challenges could be minimized. The chapter describes in detail the noticing strategies—punctuation discovery, sentence recall, copying, word dictation, etc.—that were used to develop basic reading and writing skills of p-6 French-speaking, African immigrant children. The chapter concludes with a call on educational policy makers to sponsor reading immersion programs for newcomer students, with a recommendation that these courses be taught by qualified immigrant educators, to ensure that these students' school integration process assures success.
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Streszczenia konferencji na temat "Reading intervention programs"

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Min, Bonan, Yee Seng Chan, Haoling Qiu i Joshua Fasching. "Towards Machine Reading for Interventions from Humanitarian-Assistance Program Literature". W Proceedings of the 2019 Conference on Empirical Methods in Natural Language Processing and the 9th International Joint Conference on Natural Language Processing (EMNLP-IJCNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-1680.

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Lalinska, Maria, Eva Stranovska, Zdenka Gadusova i Magda Kucerkova. "IMPROVING THE QUALITY OF TOOLS FOR EXPERIMENTAL VERIFICATION OF READING COMPREHENSION INTERVENTION PROGRAM EFFICIENCY". W 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1099.

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van Staden, Annalene. "DEVELOPING A SHORT-TERM MEMORY INTERVENTION PROGRAMME FOR SECOND-LANGUAGE LEARNERS: CAN IT ENHANCE WORD READING AND SPELLING ABILITIES?" W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2275.

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"Assessing the Graphic Questionnaire Used in Digital Literacy Training". W InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4302.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.
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Smits, Aletta, Annette Schenk i Lizet Van Ewijk. "Stealing their beer time: turning studying for medical progress tests into a social game". W CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10189.

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Because of the specific requirements of the medical profession, it is imperative that doctors-to-be have a wide range of knowledge at their fingertips. In order to facilitate this, most medical programmes employ some kind of overall ready-knowledge test: a test that is not connected to one specific course, but contains questions on all the facts and figures from all the courses in the entire curriculum. The test is generally administered four times a year to all students participating in the program. First year students are required to answer the same questions as fourth year students. However, for first year students the thresh hold for passing the exam is at a lower level.The aim of this progress test is threefold: (1) testing if the knowledge of students is up to par; (2) making sure that students understand that being a medical professional means continuing to have all the knowledge readily available at all times; and (3) changing the way students prepare for a test: not a big cramming session for one test the night before the test happens and then forget about it, but continuously working on keeping knowledge at an acceptable level. This last goal has, however, not been achieved. While students appreciate the test because of the sense of progress it provides them, in a Dutch study into its effects, students widely report that also for this test, they still prepare in cramming sessions. The result is still that the retention level of the ready knowledge is not at the level it should be.Since studies have extensively shown that students enjoy studying in a gamified process more, that they more easily get into 'a flow', and that the retention rates of knowledge acquired during a flow are higher, we propose to attempt to change the way the student prepare for the test by gamifying the process. Gamifying the process neatly matches a feeling of progress that facilitates the control students feel over their studying process and over mastering the material. Rather than losing points for not having questions correct, a student gains levels/XP/avatar strength whenever he/she masters a specific topic, or nails a series of questions on different topics within a specific time frame (‘challenge’), etc. The game mechanics and the design of the gaming world will be two important aspects of this project. A third important aspect will be the distribution of knowledge in the game and the way topics are brought up again, practiced again, or combined with other topics. The algorithm that lie at the basis of that need to be smart, adaptive and non-repetitive. A final important aspect of this process concerns the question of how to make playing this game part of the social life of students (battles on Friday afternoon for instance, or leader boards in the hallway).As mentioned above: Research indicates that gamification has a positive effect on retention and on commitment. If we then also manage to embed the game in a social setting, it can be truly called a “stealing their beer time”-type of intervention: moments that they would normally chill out and have a beer with their peers have now turned into moments where they still chill out, maybe still have a beer, but also study.We would like to share our ideas and invite partners of other programs (not necessarily medical) to join in our quest to build an overall knowledge assessment game in a modular way.
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Rubinos, Laura H., Morgan Brown, Lori Christ, Laleh Bahrami, Kristina Ziolkowski i Hallam Hurt. "Implementation of a Reading Program in the Intensive Care Nursery Decreases Socio-economic and Racial Disparities in Parent-infant Verbal Interactions: A Pilot Model for Early Language Intervention Among High Risk Preterm Infants". W Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.529.

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Schorr, Michael, Klaas Kole i Ferdinand Foessing. "Monitoring and Screening of Pipelines for Movement: A Fast and Cost-Effective Alternative for Pipeline Operators to Measure Drift in Pipelines". W ASME-ARPEL 2019 International Pipeline Geotechnical Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/ipg2019-5324.

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Abstract For pipelines in the oil, gas, and mining industry, movement of pipelines is one of the main integrity hazards. This movement in most cases is caused by landslides instigated by heavy rain, earthquakes or volcanic activities. If the pipeline movement remains undetected at an early stage, it can lead to the need for costly repairs to prevent, remove, or repair potential or actual damage. Moreover, if the movements stay undetected for too long, these lines may fail and lead to catastrophic events. This paper will illustrate what a fast and cost-effective solution to avoid these threats at an early stage looks like and how it works. It will explain the process and demonstrate the full power of this technology on the basis of a case study. The standard solution for pipelines without a permanent position monitoring system at the time of installation includes the use of intelligent tools that are able to detect even the slightest changes in the trajectory. These inspection tools are quite expensive to run, especially when multiple screening runs are required throughout a year, e.g. before and after the rainy season or after a seismic event. Other monitoring solutions are either limited to only a specific area where the movement has already been detected at an earlier stage or lack the precision required to serve as an early warning system, such as LIDAR or satellite image comparison. Over the years, ROSEN has developed a technology that can bridge the gap between frequent measurements and cost-effective service. It is based on an electronic gyroscope that is commonly used in Inline Inspection tools but can also be installed in readily available cleaning tools. When first run in a pipeline, it records the whole pipeline trajectory, leaving no segment undocumented. The next step is to compare these recorded pipeline routing measurements with already existing trajectory baseline data, recorded earlier by any ILI tool with an optical gyro or similar. This comparison will reveal any deviation between both trajectories and precisely determine any pipeline movement. A case study will demonstrate how the comparison is achieved. When performing repetitive inspections, this screening comparison enables the operators to detect the onset of movements and monitor the progress of any known pipeline movement. It allows them to distinguish between stable areas from dynamic ground movements and keeps close track of changes in the pipe course. Through regular repetitions, any further development of the movement is tracked, and appropriate reactive measures can be scheduled in a timely manner. This new service provides a cost-effective and powerful early warning tool for geological pipeline integrity threats that can lead to loss of integrity, the asset, or — worst-case scenario — loss of life or environmental contamination, while at the same time, it reduces the necessity of pipeline intervention that will affect production.
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Raporty organizacyjne na temat "Reading intervention programs"

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Stern, Jonathan M. B., i Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, kwiecień 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
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Álvarez Marinelli, Horacio, Samuel Berlinski i Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, listopad 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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