Computer Based Instructional Programs For Student Reading Achievement

Scientifically based reading research is thorough, standard, and purposeful measures to gain valid knowledge important to reading development, reading instruction, and reading difficulties. By using scientifically based reading programs, teachers are less likely to use unreliable and untested methods that may hurt the academic progress. Scientifically based reading programs allow teaching to be more effective, productive, and efficient. Scientifically based reading instruction includes clear and organized instruction in the following: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.

In Texas students test scored were being tested and compared to the use of technology in the classroom. They used at-risk students who fell into specific categories to be the test group. These were students who have failed this type of test in the past. One teacher received eight classes worth of these at-risk students and used technology integration every day. The idea was to try to link the use of technology to passing the state English test. By using at-risk students the author had a wide range of test subjects, which included: students with low grades, not maintaining above a C average, student is pregnant or a parent, in an alternative program, student dropped out of school, has limited English proficiency, troubled home life and has family issues or homeless. The author wanted to find out if a technology-rich environment had an effect on state mandated scores of students. Her test subjects were the at-risk students.

The Alabama Reading Initiative is a federal statewide program in Alabama. This program involves a statewide movement that aims at ultimately achieving grade-level reading for all Alabama’s public school students. This program is completely voluntary, and schools are selected from a pool of applicants who must agree to seven commitments to enter the program. These commitments include the following: must set a one-hundred percent literacy goal, achieve commitment of eighty-five percent of the faculty, attend a ten day training program, principal must be the site leader, each school must adjust their instruction to the program accordingly, each school must model research-based reading instruction for other schools, and be evaluated by an outside

In Implementing Response to Intervention in Reading General Education Class, I gained new insights that I am starting to implement in my 8TH Grade Reading Classroom. The three chapters that spoke the loudest to me and that I agree with Allington is about: why struggling readers continue to struggle, matching reader and text level, and using text that are interesting to students. Overall I feel that these three chapters correlate well with each other. Therefore, in my first part of my paper I am going to discuss what I learned from those three chapters and how I am starting to implement them into my classroom. The second part of my paper is going to focus on three issues that Allington brought up that I agree with his idea, but I see how it can be a challenge to incorporate in my classroom. The three issues are: not having the paraprofessionals solely work with struggling readers, but having all staff members work with struggling readers and then ensuring that the intervention is delivered by an expert teacher.

Three research questions were identified in the study. A mixed-method study design, of quantitative and qualitative methodology, was used to analyze whether universal design for learning or curriculum based measurement embedded directly into an instructional digital environment supported better reading outcomes for all students, particularly those with disabilities, and determine whether providing support for teacher instructional decision making and differentiated instruction for individual students leads to appropriately supported reading. The study design included two treatment conditions. Four middle schools from four different districts outside a large metropolitan area in the Northeast were included. This would represent a good sampling of students. Guidelines were established to protect the students. Parents had to sign giving their children permission to participate in the study. Several assessments with a focus on reading ability were administered before, during, and following use of the Strategic Reader to gauge growth over the 11- to 12-week intervention. Pre- and post-tests using the Gates-MacGinitie standardized reading measure. This is a common, reputable assessment known to many people. Randomization was used in this study by teacher. There were some limitations of this study. One was that there was an uneven distribution of participants across

Response: The variables being examined are close reading strategies, reading comprehension, self-efficacy, progress monitoring and classroom participation and engagement. The intervention, Read 180 is a model designed around small group instruction and was used to target specific reading deficits and monitored reading, writing and spelling improvement as well as independent reading time. Students were assessed at the end of the nine week period with the Scholastic Reading Inventory to measure any Lexile gains.

Reading has became just part of how we do business and the results are starting to show great gains. Last year the K-5 schools implemented a new core curriculum. There is continued work in refining the tiered process, and aligning interventions with students’ specific needs. AMS has added the use of the Scholastic Reading Inventory screener and is also working with Rachel Loersch, a literacy expert, to refine tier two work. 6-12 English Language Arts staff will be considering new curriculum materials for the 2016-17 school year to align with the Kansas College & Career Ready Standards. We are continuing to offer Language Essentials for Teachers of Reading and Spelling (LETRS) training throughout the year and will adding a training for

The researcher analyzed advanced degree teachers in combination with national board certification to reading test scores and subsequent reading levels. A Chic square 2X2 contingency table analysis was administered. Whereas, teachers in the study with an advance degree and national certification showed a significant statistical correlation in reading proficiency scores and reading levels. NBCTs and non-NBCTs with years of experience, showed a statically significant correlation in reading text levels. Comparably, advanced degree teachers also showed a significant correlation to reading proficiency scores and reading text levels. However, all NBCTs, non-NBCTs, and advance degree teachers showed a significant correlation to reading proficiency

Research has been conducted on implementing different interventions to increase reading fluency and reading comprehension for students with disabilities, however; little research has been done on using technology to increase reading fluency and reading comprehension for these students. Using computer-assisted instruction (CAI) can increase a student’s motivation, attention, and time on task by using different features such as sounds and animations (Mechling, Gast, & Krupa, 2007). Another feature that a student has the ability to use when using CAI is text-to-speech, which offers the student computerized speech support (Leong, 2015). With saying that, using CAI can help increase a students willingness to want to learn how to read fluently and

This study sought to identify which method of reading along would have a greater impact on high functioning students with autism. The two methods were reading along with a book while a teacher was reading aloud or, reading along with a book which was on a computer.

The purpose of this study is to find ways to help a child improve their reading test scores. How is it that a child who reads two grades above their level cannot perform well when it comes to taking state assessments? Is it the teacher or is the child playing around when it comes to taking tests? Maybe the child can read really well but does not comprehend what they read and they get nervous during the test, which would also cause them to score low. This child was chosen because he reads at least two to three levels above his grade, but on the Florida

In addition to various measures that can be adopted by middle schools to choose from, middle schools should devise new strategies that align with their goals. Using multiple measures of both positive and negative outcomes, we expected and found high levels of low literacy skills in middle school students. Ehren (2013) suggests professionals craft the puzzle pieces together to create the kind of picture that suits their school. However, suggestions include adding effective tools to an RTI framework for middle schools because students have become classified as adolescents and their literacy proficiency skills has increased and if the student is already behind, it is of utter importance to identify the type of remediation

Department of Education 1999, as cited in Alvermann, 2002; National Center for Education Statistics, 2014). Several hypocritical and contradictory statements lie in current reading practices; many of those being directed towards students who are not performing at the same level as their peers in reading. Students are being mislabeled as struggling readers, assessed using inaccurate tests and techniques, and forced into inappropriate interventions. By examining the questions of what defines a struggling reader, what assessments are used to determine a struggling reader, and what interventions are appropriate for struggling readers; teachers, administrators, parents, students, and all other stakeholders in education can address this marginalized population, the 25 percent that has been overlooked for

Technology gives students up to date information to work with when doing projects and assignments. Maslin and Nelson’s article Peering into the Future: Students Using Technology to Create Literacy Products the early education classroom in this article formed reading posters of their favorite books and famous figures. These students did research on the computer and put together a book review poster. Students in these classrooms are doing research while using technology to publish these posters. “These activities engage children in reading, writing, and publishing as ways of responding to intermediate level literature and sharing insights, reactions, and the appreciation of books with others”(Maslin and Nelson pg.628). In this article Readingweb

“The computer as word processor or phototypesetter simply makes it easier to produce conventional books and papers to be read in the conventional way”, and with hypertext system, computers allow “writers to organize and display written materials in ways that handwriting, typewriting and printing cannot easily duplicate” (Bolter, 1989).