Effectiveness Of The Program For Reading Achievement And Vocabulary Development

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

In analyzing the first research question, the researcher concluded there was not a significant difference in the overall reading growth scores of Reading Recovery students based on whether parental involvement percentages were high, or low. To draw a more valid conclusion, the researcher compared the reading growth and parental involvement scores among various races of the students. Three categories surfaced, Black, White, and Hispanic. The study determined there was no statistical difference among racial identifiers. In addition, the researcher also compared the reading growth and parental involvement scores between male and female students. Similarly, the researcher concluded that there was no significant difference between the genders. Drawing from this overall analysis, the researcher concluded that parental involvement alone did not significantly increase reading growth scores in a Reading Recovery program. This chapter examines the practical significance of the findings, the limitations, implications, and finally, the recommendations for more research.

S.P.I.R.E. (Specialized Program Individualizing Reading Excellence) is a comprehensive reading intervention program developed by Sheila Clark-Edmands, M.S.Ed., published by EPS Literacy and Intervention and is currently in its third edition (Clark-Edmands, 2012). While S.P.I.R.E. is most appropriate for Tier 2 and Tier 3 students with learning differences and struggling learners, the program has been used in a variety of settings, including classroom, small group and one-on-one. Based on the Orton-Gillingham approach, S.P.I.R.E. incorporates the most recent research regarding best practices in reading and language arts instruction as well as the professional standards published by professional organizations such as the International Reading Association and the International Dyslexia Association (Balajthy, 2014). The program is designed to build

The evaluation of the Leveled Literacy Intervention is being requested by our district superintendent, Dr. Craig Witherspoon, to determine the success of the implementation and the efficacy of the program. During this last year, our district piloted the Leveled Literacy Intervention program throughout the district with our Tier 3 students in the elementary schools. The Leveled Literacy Intervention program provides students with reading assistant system, and the training of classroom teachers and reading specialists. Higgins, Fitzgerald, and Howard (2015) found that providing “early interventions for struggling readers is critical for their future academic success” (p. 260). These authors continued by explaining that “these interventions should contain structured activities where students are supported through scaffolding, modeling and guiding until they gain competence and

Madilynn participated in the focused reading intervention Read 180 with the school reading specialist. Despite Madilynn’s excitement to personalize her learning, Madilynn has experience limited success. Based on the individually administered Woodcock-Johnson Tests of Achievement IV (WJ-IV), Madilynn performed in the Basic Reading Skills cluster with a standard score of 89 (low average when compared to same age peers). On the two subtests within the Basic Reading Skills cluster Madilynn achieved the following: Letter-Word Identification-94 (Average) and Word Attack-83 (Low Average). These scores indicate that Madilynn reads in the average to low average range when compared to his age level peers. These tests measure sight word vocabulary, the

My second ah-ha learning moment was found on page 5 of the WebQuest under Task #3 (Basal Readers for Reading Instruction The Reading Textbook). “Accelerated Reader -not really a program, but teachers use to give grades”. Why is this program not really considered a program? I vaguely remember participating in this program, when I was in school. Our program was titled “The Accelerated Reading Program (AR)”. It consisted of students going to the library checking out chapter books to read and being tested over the book. Each test that you take and score an 80 percent or higher, you would receive points toward winning prizes at the end of the school year. There were prizes such as a boombox, CD player, watch, video game system, mini tv, etc.

Creative Curriculum uses trade books. The following table shows the number of books that are represented in each literature genre.

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

My response from my checklist for an effective literacy program revealed that I am a very animated teacher. I encourage my students to laugh with me building a positive relationship. I found that my students enjoy my lessons when I bring in prior experiences. Modeling the lesson with humor capture the student’s attention and they are eager to participate and collaborate with the peers and teachers. My strength demonstrates that I model all my lessons and make them student friendly. I plan and model my lessons by incorporated and adapted the skills to students’ individual needs. I also teach cross curriculum allowing students to build from each core subject.

First,According to www.understood.org the program does not teach students reading skills and strategies. It is intended to help kids to read independently at their own level and pace. For some kids who struggle with reading, AR has been a hassle and has not helped them to be a successful reader.

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.

Respond to prompts 4a–c below by referring to children’s range of vocabulary development related to the learning segment—What do they know, what are they struggling with, and/or what is new to them?

The purpose of this study is to examine the relationship between the reading level of a given reading material and the impact the book has on a given student’s reading ability. The reason for studying this is to gauge the correct course of improving reading levels. Currently, 75 percent of young adults (17-24) are unable to join the military due to lack of education, stemming from dropping out and not completing High School, which leads these adults into poverty and crime (Casey, 2013). Based on studies, if a child is reading below grade level by the time he reaches third grade, his chance of dropping out increases. According to Donald J. Hernandez, “results of a longitudinal study of nearly 4,00 students find that those who