Evaluating The Effects Of A Teacher Implemented Reading Fluency Program For Low Performing Second Grade Readers
Download Evaluating The Effects Of A Teacher Implemented Reading Fluency Program For Low Performing Second Grade Readers full books in PDF, epub, and Kindle. Read online free Evaluating The Effects Of A Teacher Implemented Reading Fluency Program For Low Performing Second Grade Readers ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author | : |
Publisher | : |
Total Pages | : |
Release | : 2004 |
Genre | : |
ISBN | : |
Reading is one of the most important skills that a student can acquire. For elementary school teachers, helping students become proficient readers is one of the greatest impacts they can make in a studentâ€TMs academic career. It is essential that students receive reading strategies in the classroom that have strong research support. Instructional strategies that have been shown to improve reading fluency include: repeated reading, listening passage preview, and phrase drill. Through the use of such evidence-based, procedurally standardized intervention strategies, teachers may be able to make meaningful contributions to improve studentsâ€TM reading fluency. This study was conducted in an effort to bridge research to practice by offering an example of effectiveness (versus efficacy) research on a multi-component, evidence-based reading fluency intervention referred the Helping Early Literacy with Practice Strategies (HELPS) Program. The primary purpose of the study was to evaluate the effectiveness of the HELPS Program with low-performing second grade students when implemented by four classroom teachers and teacher assistants in a minimally controlled setting. Results from the study suggested that 29 students who received HELPS significantly improved (from pre-test to post-test) on the measure of basic reading competence when compared to a control group of 30 students, with low-performing students who received HELPS making significantly larger reading gains than students who did not receive the program. In addition, the study demonstrated that such outcomes are achievable when teachers and teacher assistants implement the program. Given these findings, HELPS appears to be a useful and practical tool for educatorsâ€TM use in elementary school settings.
Author | : Rachel Courtney Mitchell |
Publisher | : |
Total Pages | : 99 |
Release | : 2010 |
Genre | : |
ISBN | : |
Keywords: effectiveness, HELPS, intervention, reading, reading fluency.
Author | : Manuel Soriano-Ferrer |
Publisher | : Frontiers Media SA |
Total Pages | : 236 |
Release | : 2024-03-06 |
Genre | : Medical |
ISBN | : 2832545807 |
This Research Topic is the second edition of Fluency and reading comprehension in typical readers and dyslexics readers: Volume I This Second Edition Research Topic is focused on the characterization of the reading-writing difficulties and their comorbidities and in the analysis of evidence-based recommendations for early interventions and treatment of these difficulties within the fields of neuropsychology, speech-language pathology, and educational psychology. Reading involves decoding and comprehension components, and to become efficient it requires a large number of cognitive and linguistic processes. Among those, decoding failures can have different origins, such as deficits in phonological and/or visual processing. In addition, a child with reading difficulties might also have problems in the acquisition of writing and handwriting performance. This is an important point to be discussed, as reading and writing both suffer interference from vocabulary acquisition, linguistic skills, memory skills, reading and writing practices, and literacy methods. These processes become important only when the professional needs to deal with students presenting learning difficulties. Difficulty in using the knowledge of conversion rules between grapheme-phoneme to word reading construction or phoneme-grapheme for writing can be identified in schoolchildren with dyslexia, dysgraphia, and dysortography, being a specific learning disorder with a neurological etiology. In addition, there is established evidence of a speech-language processing basis, students with specific learning disabilities can show a range of cognitive difficulties (e.g., rapid naming, executive functioning, working memory). These presented difficulties interfere in their learning process, impairing their learning development.
Author | : John C. Begeny |
Publisher | : Guilford Press |
Total Pages | : 354 |
Release | : 2012-05-25 |
Genre | : Psychology |
ISBN | : 1462506844 |
This book presents a schoolwide model of instructional support designed to make the most of available time, resources, and personnel—one that is also fully compatible with other problem-solving models, such as response to intervention. The authors provide a comprehensive and cohesive framework for linking assessment and intervention. They show how to interweave evidence-based instruction with targeted professional development and other components that support improved learning outcomes for all K–8 students. Helpful tables describe dozens of research-based assessments and interventions in reading, writing, and math. In a large-size format to facilitate photocopying, the volume includes more than 20 reproducible worksheets and forms. The companion website features additional reproducibles and supplemental materials for use in conjunction with the book. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Author | : Ellen B. Mandinach |
Publisher | : Teachers College Press |
Total Pages | : 296 |
Release | : 2008 |
Genre | : Education |
ISBN | : 0807775509 |
The first comprehensive examination of the field, this book brings together stakeholders representing a variety of perspectives to explore how educators actually use data and technology tools to achieve lasting improvement in student performance. Contributors: David V. Abbott, Carrie Amon, Jonathan Bertfield, Cornelia Brunner, Fred Carrigg, Jere Confrey, Katherine Conoly, Valerie M. Crawford, Chris Dede, John Gasko, Greg Gunn, Juliette Heinze, Naomi Hupert, Sherry P. King, Mary Jane Kurabinski, Daniel Light, Lisa Long, Michael Merrill, Liane Moody, William R. Penuel, Luz M. Rivas, Mark S. Schlager, John Stewart, Sam Stringfield, Ronald Thorpe, Yukie Toyama, Jeffrey C. Wayman, and Viki M. Young. If you want to understand usable knowledge, read Data-Driven School Improvement. Ellen Condliffe Lagemann, Harvard University It is reassuring to know that at least some of the data being generated in our data-driven age are being used to make wiser decisions. We can all learn from these illustrative accounts. David C. Berliner, Mary Lou Fulton College of Education, Arizona State University Replete with examples from real schools and districts, this volume provides a multi-layered portrait of what it takes to establish a culture of data use. Readers will come away with an appreciation of the systemic changes needed to reap the full potential of data-driven decision making. Barbara Means, Center for Technology in Learning, SRI International
Author | : Timothy V. Rasinski |
Publisher | : Scholastic Inc. |
Total Pages | : 196 |
Release | : 2003 |
Genre | : Education |
ISBN | : 9780439332088 |
Introduces oral reading teaching methods for developing word recognition and comprehension in students.
Author | : |
Publisher | : |
Total Pages | : 328 |
Release | : 1998 |
Genre | : Education |
ISBN | : |
Author | : Lawrence, Salika A. |
Publisher | : IGI Global |
Total Pages | : 331 |
Release | : 2016-09-01 |
Genre | : Language Arts & Disciplines |
ISBN | : 1522506705 |
Teacher leadership is a critical component of effective curriculum assessment and professional development. With teacher-led inquiry being utilized, schools can better improve their learning programs. Literacy Program Evaluation and Development Initiatives for P-12 Teaching is a pivotal resource for the latest research on the benefits of using teacher educators to facilitate the assessment and improvements of school literacy programs. Highlighting a range of relevant topics on professional learning and teacher leadership, this book is ideally designed for school administrators, teachers, researchers, and academics.
Author | : Richard L. Allington |
Publisher | : |
Total Pages | : 328 |
Release | : 1998 |
Genre | : Education |
ISBN | : |
Collects thirty-two articles for teachers of struggling readers, covering such topics as literacy interventions, diverse student needs, motivation and ownership, reading for meaning, accuracy and fluency, and family and community collaboration.
Author | : Timothy Rasinski |
Publisher | : MDPI |
Total Pages | : 146 |
Release | : 2021-01-21 |
Genre | : Social Science |
ISBN | : 3039432680 |
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.