Author : Sylvia Lawson
Publisher :
Page : 292 pages
File Size : 39,16 MB
Release : 2011
Category : Education, Elementary
ISBN :
National testing standards have increased pressure on school personnel to identify and implement instructional practices that facilitate the academic achievement of at-risk students. No Child Left Behind legislation currently mandates that reading programs at the middle school level receiving federal funding must use scientifically validated reading interventions. Evaluation of scientifically based interventions is needed. -- From the author's abstract.
Author : Julie Nesbitt
Publisher :
Page : 26 pages
File Size : 44,44 MB
Release : 2016
Category : Education, Bilingual
ISBN :
Read 180 is a reading program designed for students whose reading achievement is below the proficient level. The goal of Read 180 is to address gaps in students' skills through the use of a computer assisted instruction intervention. The purpose of this quantitative study was to determine the effects of Read 180 on the reading achievement of fourth- and fifth-grade English Learner students and English Only students at three elementary schools located in California's Central Valley. This study was designed to measure the success of student participants who participated in a daily 90-minute structured reading block. For each participant, the Scholastic Reading Inventory (SRI) was administered twice, to establish baseline data for the first academic quarter, and at the end of fourth academic quarter to determine if changes in achievement occurred between the pretest and posttest. Paired sample t-tests were used to determine if significant differences existed in the reading achievement of fourth and fifth-grade English Learner students and English Only students after 1 year of participation in Read 180. The level of significance was set at .05. The results indicated a significant difference between the means of the pre and posttest scores. The mean posttest scores were significantly higher than the mean pretest scores for each group.
Author : Robin L. Felty
Publisher :
Page : 182 pages
File Size : 36,83 MB
Release : 2007
Category : Reading
ISBN :
This mixed methodological study examined the impact the READ 180 reading program has on increasing the percentage of minority and economically disadvantaged eighth grade students achieving proficiency in reading on the Pennsylvania System of School Assessment (PSSA). The descriptive case study also investigated the program's effect on students' motivation to read. Participants in the study included seven eighth grade teachers who worked exclusively with eighth grade students in an alternative education school located in an urban school district in Pennsylvania. Quantitative and qualitative data collection provided information about READ 180's effect on increasing reading proficiency on the PSSA, and teachers' perceptions about the effectiveness of the program on improving reading proficiency and students' motivation to read. Quantitative reading data from 22 eighth grade students were obtained throughout the 2006-2007 school year from 4Sight Benchmark Reading Test 1, Test 3 and Test 5. Additional quantitative data were collected through administration of the PSSA Reading test. Qualitative data were gathered from seven teachers who completed the Teachers' READ 180 Perceptions Survey, a 20-item Likert scale instrument, and five teachers who participated in subsequent interviews and classroom observations. Findings of the study showed that READ 180 improved the reading proficiency of students on the PSSA. Baseline data from 4Sight Test 1 indicated that three students read at grade level with proficiency. Posttest data from the PSSA showed that 50% of the eighth grade students read with proficiency. Research findings from the survey responses revealed teachers' perceptions that the READ 180 program improved students' reading proficiency in specific ways. A high level of agreement occurred among participants' perceptions that READ 180 improved students' decoding skills, reading fluency, vocabulary, and comprehension. Higher levels of agreement were seen in participants' perceptions that READ 180 increased students' motivation to read.
Author : Fabiola Duran
Publisher :
Page : 32 pages
File Size : 17,65 MB
Release : 2018
Category : Reading
ISBN :
READ 180 is an intervention program designed to increase the reading levels of students who are not proficient readers. The purpose of this study was to determine the effects of READ 180 on the reading achievement of fifth grade English Language Learners. The participants of this study were enrolled in READ 180 and were identified as English Language Learners. The participants participated in a daily 90-minute structured reading block for an entire academic school year. The Reading Inventory (RI), a computer-adaptive assessment, was used to measure students’ reading levels and served as the outcome measure of this study. For each participant, the RI was administered at the beginning of the academic school year to establish a baseline and secondly at the end of the fourth quarter to determine final results. This quantitative study used data retrieved from the district’s database. A paired sample t-test was used to determine if a significant change existed in the reading achievement of fifth grade English Language Learners after one year of participation in READ 180. The level of significance was set at .05. The results indicated a significant change in reading achievement between the pretest and posttest. The mean of the posttest was significantly higher than the mean of the pretest.
Author :
Publisher :
Page : 0 pages
File Size : 34,25 MB
Release : 2002
Category : 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 :
Publisher :
Page : pages
File Size : 21,66 MB
Release : 2007
Category :
ISBN :
READ 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program addresses individual learning styles through adaptive software, interesting literature, and direct instruction with reading skills. The purpose of this study was to compare the achievement of academically at-risk students in Sevier County Public Schools in East Tennessee who participated in the READ 180 pilot program with the achievement of their academically at-risk peers not enrolled in the intervention program before and after its implementation in order to assess the reading intervention program. The Sevier County school system, after extensive study and involved research, decided to allocate over $750,000 into the READ 180 reading intervention program at the beginning of the 2004-2005 school year. The study included students in grades 5 and 7 who participated in the READ 180 pilot program and their at-risk peers in grades 5 and 7 who did not participate in the READ 180 program. The select group of at-risk students participated in READ 180 as a pilot program to determine the impact of the program upon each student's academic achievement. The students were selected for the study based upon their composite reading TCAP score being in the lowest quartile, thus deeming the student at-risk. Test scores reported for 2004 and 2005 on the Tennessee 3 Comprehensive Assessment Program were obtained from the Sevier County school system's records. Comparisons were made on the TCAP total reading-language scores, total math scores, gender, and socioeconomic assessments. Differences between the program's groups (READ 180 at-risk participants and nonparticipants) on "pre-READ 180" scores were measured using two 3-way ANOVA models, one for 5th grade and one for 7th grade. Results from the study showed that READ 180 was significantly associated with the success for many of the at-risk students whether by gender, socioeco.
Author : Rosemarie Santare Schwer
Publisher :
Page : 56 pages
File Size : 40,65 MB
Release : 2008
Category :
ISBN :
Author : Erica L. Johnson
Publisher :
Page : 116 pages
File Size : 36,10 MB
Release : 2011
Category :
ISBN :
Author : Daniel A. Davis
Publisher :
Page : 286 pages
File Size : 50,83 MB
Release : 2012
Category : Academic achievement
ISBN :
Author : Dred D. Scott
Publisher :
Page : 119 pages
File Size : 33,49 MB
Release : 2012
Category :
ISBN :
