The Impact Of Literacy Intervention On Academic Performance Of Third Grade At Risk Students
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| Author | : Vernita Williams |
| Publisher | : |
| Total Pages | : 138 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
Third grade at-risk students in Wilson County Schools, Wilson, NC continuously perform below the state average on the North Carolina Third Grade Reading End-of-Grade test. Leaders in the Wilson County Schools school district implemented a literacy pull-out intervention program for third grade at-risk students as a strategy to improve reading proficiency for third grade at-risk students. This evaluation determined the impact of the literacy pull-out intervention program on academic performance of third grade at-risk students. Data results from both qualitative and quantitative sources were analyzed to determine the impact of the program. This study revealed that the literacy pull-out intervention program did not impact student proficiency on the North Carolina Third Grade Reading End-of-Grade test, but the program did impact student growth in reading for the at-risk students.
| Author | : Monique Sénéchal |
| Publisher | : |
| Total Pages | : 40 |
| Release | : 2006 |
| Genre | : Government publications |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2002 |
| Genre | : English language |
| ISBN | : 9780545076135 |
READ 180 is a comprehensive reading intervention program designed to meet the needs of elementary to middle school students whose reading achievement is below the proficient level. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. Stage A provides tools for young struggling readers in elementary school to develop critical literacy skills. Stage B provides middle school struggling readers with topics designed for their level of reading that hold their interest. System 44 was designed for the most challenged, older struggling readers, and helps these students understand that the English language is a finite system of 44 sounds and 26 letters that can be mastered. It uses validated assessment for screening and placement, research-based phonics instruction and highly motivating and age-appropriate adaptive technology.
| Author | : Kerry A. Flynn |
| Publisher | : |
| Total Pages | : 36 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
The effect of Leveled Literacy Intervention were examined using a group of ten third grade students at Crosswell Elementary School. The students were selected to participate by using their Fall 2014 MAP score. Students that had a Fall 2014 MAP score of =189 were placed into the research group. The focus of the research was to determine if Leveled Literacy Intervention had an effect on the reading levels for students identified as struggling readers, if their MAP scores from Fall 2014 to Spring 2015 had a minimum of double digit growth, and what the parents of students participating in the program reported relative to the program's helpfulness to their child. The data from the research group shows that all students increased their reading levels, eighty percent of students showed double digit MAP growth during the implementation of the program, and ninety percent of the parents reported that they believed their student no longer struggled reading grade level texts. Additionally, four students were dismissed from the program prior to the end of the twenty week cycle because they had reached and maintained grade level reading proficiency based on their reading level when given the leveled assessment. Together, these findings suggest that Leveled Literacy Intervention has a significant impact on students in third grade that have been identified as struggling readers. The following are appended: (1) Data Collection Timeline for Leveled Literacy Intervention Research; (2) Parent Attitudinal Survey (Pre Implementation); and (3) Parent Attitudinal Survey (Post Implementation).
| Author | : William J. Hussar, Thomas D. Snyder, Michael Planty |
| Publisher | : Government Printing Office |
| Total Pages | : 359 |
| Release | : 1975 |
| Genre | : Education |
| ISBN | : 9780160876134 |
NCES 2009-031. By Michael Planty, et al. To ensure reliable, accurate, and timely data, which are necessary to monitor the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, The Condition of Education. This year’s report presents 46 indicators of important developments and trends in U.S. education. These indicators focus on participation and persistence in education, student performance and other measures of achievement, the environment for learning, and resources for education.
| Author | : Lutricia L. Parkman |
| Publisher | : |
| Total Pages | : 13 |
| Release | : 2009 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Jennifer Sloan McCombs |
| Publisher | : Rand Corporation |
| Total Pages | : 309 |
| Release | : 2009-10-15 |
| Genre | : Education |
| ISBN | : 0833049402 |
The New York City Department of Education asked RAND to conduct an independent longitudinal evaluation of its 5th-grade promotion policy. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive view of the policy's implementation and its impact on student outcomes, particularly for students at risk of retention and those who were retained in grade.
| Author | : Marilyn Jager Adams |
| Publisher | : MIT Press |
| Total Pages | : 508 |
| Release | : 1994-02-03 |
| Genre | : Psychology |
| ISBN | : 9780262510769 |
Beginning to Read reconciles the debate that has divided theorists for decades over what is the "right" way to help children learn to read. Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction. A Bradford Book
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 449 |
| Release | : 1998-07-22 |
| Genre | : Education |
| ISBN | : 030906418X |
While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
| Author | : Sherron N. Brown |
| Publisher | : |
| Total Pages | : 142 |
| Release | : 2014 |
| Genre | : Academic achievement |
| ISBN | : |
This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
