Author : Sheila T. Washington
Publisher :
Page : 574 pages
File Size : 21,88 MB
Release : 2003
Category : Reading (Elementary)
ISBN :
Author :
Publisher :
Page : 580 pages
File Size : 12,64 MB
Release : 2006
Category : Dissertations, Academic
ISBN :
Author : Deonna Foster Wilemme
Publisher :
Page : pages
File Size : 17,6 MB
Release : 2011
Category :
ISBN :
Over the last two decades, interests in the cyclical nature of reading failure have increased, resulting in programs designed to address the needs of adolescent students. Among many programs for older struggling readers, READ 180 is a program widely used in urban schools that addresses the needs of older struggling students. The purpose of this study was to determine what, if any, teacher and administrator practices used in the READ 180 program best support the literacy learning of older struggling readers in an urban school district that is populated predominantly by African American students.Four research questions guided this study: (1) what are the relationships between selected demographic characteristics of READ 180 teachers and their students' approximate grade-level gain in reading? (2) What is the relationship between selected teachers' reported use of instructional practices and their students' approximate grade-level gain in reading? (3) What is the relationship between teachers' perceptions of READ 180's potential for students' literacy learning and their students' approximate grade-level gain in reading? And (4) What is the relationship between teachers' perceptions of administrative support and their students approximate grade-level gain in reading?The analysis of the data yielded four major findings. There was a statistically significant difference in the age and years of teaching experience in READ 180 of those teachers whose students scored at or above the district norms and those who scored below district norms. There were no statistically significant differences between the two groups of teachers in their reported classroom practices, perceptions of the READ 180 programs' potential for improving students' literacy learning, or perceptions of administrative support. However, from the open-ended responses, two classroom practices were identified as most useful, small-group instruction and computer-assisted instruction, while independent reading and whole-group instruction were identified as least useful. The two strategies that were identified by teachers as most helpful and most needed for administrative staff were access to supplies as most helpful and scheduling and monitoring of students as most needed. The findings of the study led to implications for practicing teachers, administrators, and researchers.
Author : Suzanne Hennessy
Publisher :
Page : pages
File Size : 42,91 MB
Release : 2000
Category :
ISBN :
Author :
Publisher :
Page : 782 pages
File Size : 26,88 MB
Release : 1987
Category : Education
ISBN :
Author : Cynthia J. Gingold
Publisher :
Page : 160 pages
File Size : 29,98 MB
Release : 2000
Category : Reading readiness
ISBN :
Investigates whether there is a difference in a prekindergartener's ability to recognize letters and understand concepts about print when the Waterford Early Reading Program computer based program is used, as compared to when traditional instructional methods are used.
Author : Cynthia Dianne Calderone
Publisher :
Page : pages
File Size : 49,51 MB
Release : 2007
Category :
ISBN :
ABSTRACT: The purpose of this qualitative research study was to describe and explain the characteristics of an effective professional development model in an early intervention training program. The focus of the study was on particular aspects of literacy instruction that were emphasized during training sessions and trainer and teacher perceptions of the Accelerated Literacy Learning (ALL) program. This study examined the elements of training that two teachers chose to transfer to their classrooms, as well as modifications they chose to make, in the year following training in an effort to gain further insight into successful teacher training practices. The following research questions guided this study: 1. How do teachers who have received early intervention training for two semesters apply this knowledge in their classrooms during the following school year? 2. What do teachers choose to use and not use from the training program and why? 3. What modifications of the program do teachers make, if any, and why? 4. What are the perceptions of trainers about an early intervention training program? To obtain answers to these research questions, I conducted individual and focus group interviews with teachers and trainers, made observations of training sessions, analyzed course documents, and observed two teachers in their classrooms in the year following training. These data were analyzed using qualitative analysis procedures. I followed a phenomenological theoretical approach and reported my findings through descriptive case studies. The study findings indicated that teachers chose to use many elements of training in their classrooms in the year following training. It was discovered that the elements that the teachers chose to use in training were the elements that the trainers emphasized in training sessions. The findings also indicated that teachers made modifications to the lesson format that they were taught in training. The segment of the lesson that the teachers chose to modify was one that was not as prescriptive in training as other lesson segments. The trainers did not spend as much time discussing the writing segment of the lesson format as they did the other segments and consequently the teachers made modifications.
Author : What Works Clearinghouse (ED)
Publisher :
Page : 16 pages
File Size : 31,64 MB
Release : 2007
Category :
ISBN :
Waterford Early Reading Program[TM] is a software-based curriculum for students in Kindergarten through second grade. The curriculum is designed to promote reading, writing, and typing, incorporating literacy skills such as letter mastery, language stories, spelling, basic writing skills, reading and listening development, and comprehension strategies. It can be used as a supplement to the regular reading curriculum. Program materials include classroom lessons and take-home materials in addition to the Waterford software. The What Works Clearinghouse (WWC) reviewed 36 studies on Waterford Early Reading Program[TM]. One study met WWC evidence standards with reservations; the remaining studies did not meet WWC evidence screens. Based on the one study, the WWC found potentially positive effects on alphabetics and no discernible effects on comprehension. The evidence presented in this report may change as new research emerges. Five appendices are included: (1) Study characteristics; (2) Outcome measures: (3) Summary of study findings; (4) Ratings by domain; and (5) Extent of evidence by domain. (Contains 17 footnotes.) [For "Waterford Early Reading Level One [TM]," WWC review of emergent literacy curriculum, see ED497611.].
Author :
Publisher :
Page : pages
File Size : 41,14 MB
Release : 2011
Category : Literacy
ISBN :
This study investigated the implementation and impact of Reading First programs in 8 elementary schools across the state of Mississippi. The study assessed how principals, literacy coaches, and kindergarten through third grade teachers perceived the implementation of the Reading First program at their respective schools. Data from these three groups of research participants were analyzed to determine if there were differences in perceptions regarding program implementation. This study also examined if there was a relationship between participants' judgment about implementation and second and third grade students reading scores on the Mississippi Curriculum Test (MCT). This study employed descriptive, survey, causal-comparative, and correlational research. Descriptive data were used to describe research participants' gender, years of professional experience, highest degree held, and type of license held. Survey data were used to determine the perceptions of principals, literacy coaches, and teachers regarding the implementation fidelity of the Reading First program at their respective schools. An analysis of variance was used to determine if there were differences in the perceptions of the groups. Correlational statistics were used to analyze the possible existence of a relationship between principals', literacy coaches', and teachers' perceptions about implementation and second and third grade students' MCT reading scores. The study found that principals and literacy coaches perceived that the Reading First program was being fully implemented, but teachers believed that the program was being moderately implemented. There were no significant differences between the perceptions of principals, literacy coaches, and teachers. However, the study did reveal that principals, literacy coaches, and teachers had similar ratings regarding the implementation of specific Reading First program components. There was no correlation between perceived implementation fidelity of the Reading First program and students reading test scores on the MCT. Survey results revealed that most schools had fully implemented: (a) the uninterrupted, 90 minute reading block, (b) the 5 core elements of reading, (c) instructional strategies, and (d) support for struggling readers. Additionally, survey results indicated that schools need to strive toward fully implementing: (a) appropriate assessment strategies, (b) professional development activities that focus on reading instructional content and (c) instructional support activities.
Author : Patti Tenant Hobby
Publisher :
Page : 304 pages
File Size : 24,88 MB
Release : 2012
Category : Reading
ISBN :
