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Artykuły w czasopismach na temat "Reading intervention programs"
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.
Pełny tekst źródłaJenkins, 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.
Pełny tekst źródłaAuletto, 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.
Pełny tekst źródłaHawkins, Sue. "Early Intervention in Preventing Reading Problems". Academic Therapy 21, nr 2 (listopad 1985): 193–97. http://dx.doi.org/10.1177/105345128502100210.
Pełny tekst źródłaGustafson, 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.
Pełny tekst źródłaHorowitz-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.
Pełny tekst źródłaCUNHA, 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.
Pełny tekst źródłaLe 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.
Pełny tekst źródłaDas, 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.
Pełny tekst źródłaArchambault, 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.
Pełny tekst źródłaRozprawy doktorskie na temat "Reading intervention programs"
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.
Pełny tekst źródłaCallery, 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.
Pełny tekst źródłaBrigg, 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.
Pełny tekst źródłaEd.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.
Pełny tekst źródłaWilkinson, 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.
Pełny tekst źródłaChilton, Bonnie Janine. "An intervention plan for "at risk" students". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2164.
Pełny tekst źródłaFeret, 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.
Pełny tekst źródłaEd. 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.
Pełny tekst źródłaArchambault, 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.
Pełny tekst źródłaEducation, 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.
Pełny tekst źródłaKsiążki na temat "Reading intervention programs"
Moskal, Mary Kay. Literacy leadership to support reading improvement: Intervention programs and balanced instruction. New York: Guilford Press, 2011.
Znajdź pełny tekst źródłaPhillips, Linda. Family literacy matters: A longitudinal parent-child literacy intervention study. Calgary, AB: Detselig Enterprises, 2006.
Znajdź pełny tekst źródłaMontgomery, Judy K. Start-in: Students are responding to intervention : a response to intervention (RtI) program for reading. Greenville, SC: Super Duper Publications, 2006.
Znajdź pełny tekst źródłaCompany, Macmillan/McGraw-Hill School Publishing. [Treasures: A reading/language arts program] : Tier 2 intervention. New York, NY: Macmillan/McGraw-Hill, 2011.
Znajdź pełny tekst źródłaEffects of family literacy interventions on children's acquisition of reading. New York: Nova Science Publishers, 2009.
Znajdź pełny tekst źródłaYoung, 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.
Znajdź pełny tekst źródłaStone, Celia. Reading Success 4: A Multisensory Reading Intervention Program. LDA, 2001.
Znajdź pełny tekst źródłaFamily Literacy Matters: A Longitudinal Parent-Child Intervention Study. Detselig Enterprises Ltd, 2007.
Znajdź pełny tekst źródłaStone, Celia. Reading Success Book 6: A Multisensory Reading Intervention Program. LDA, 2001.
Znajdź pełny tekst źródłaReading Success Book 1: A Multisensory Reading Intervention Program. Instructional Fair, 2001.
Znajdź pełny tekst źródłaCzęści książek na temat "Reading intervention programs"
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.
Pełny tekst źródłaPoskiparta, 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.
Pełny tekst źródłaChapman, 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.
Pełny tekst źródłaBurns, 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.
Pełny tekst źródłaWheldall, 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.
Pełny tekst źródłaMcGee, 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.
Pełny tekst źródła"Early Reading Intervention Through After-school Tutoring Programs". W Curriculum Leadership Development, 203–17. Routledge, 2012. http://dx.doi.org/10.4324/9780203063095-20.
Pełny tekst źródłaHodges, 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.
Pełny tekst źródłaHarushimana, 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.
Pełny tekst źródłaHarushimana, 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.
Pełny tekst źródłaStreszczenia konferencji na temat "Reading intervention programs"
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.
Pełny tekst źródłaLalinska, 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.
Pełny tekst źródłavan 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.
Pełny tekst źródła"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.
Pełny tekst źródłaSmits, 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.
Pełny tekst źródłaRubinos, 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.
Pełny tekst źródłaSchorr, 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.
Pełny tekst źródłaRaporty organizacyjne na temat "Reading intervention programs"
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.
Pełny tekst źródłaÁlvarez 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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