Preventing Reading Difficulties for Elementary-Aged At-Risk Students: A Longitudinal Research Investigation of Responsiveness to Early Reading Intervention

 
9783639168723: Preventing Reading Difficulties for Elementary-Aged At-Risk Students: A Longitudinal Research Investigation of Responsiveness to Early Reading Intervention
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This study investigated the effectiveness of a supplemental early reading intervention package on the segmentation, blending and oral reading fluency skills of 23 urban first-grade students, including English Language Learners (ELLs), who continued to be at reading risk after receiving intensive phonological awareness training the previous year in kindergarten (i.e., ERI-Treatment Group). Six instructional assistants received a six-hour training package to deliver the intervention to the ERI-Treatment Group across three urban high poverty schools. Pre- and posttest standardized measures (WJ-III; CTOPP) and tri-weekly progress monitoring data were collected to evaluate student progress. Data were analyzed with regression models, contrasts, and repeated measures mixed-effects modeling. The findings highlight the importance of intensive phonological awareness training and its potentially lasting effects to reduce the reading risk of extremely vulnerable students. They also underscore the need to provide ongoing intensive support, depending on students┐ responsiveness to intervention.

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Lefki Kourea, Ph.D., is Lecturer in the department of Education Sciences at the European University Cyprus. Lefki earned her doctorate from The Ohio State University in the area of Special Education/Applied Behavior Analysis. Her current research interests include effective academic and behavioral interventions for students with mild disabilities.

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Book Description Condition: New. Publisher/Verlag: VDM Verlag Dr. Müller | A Longitudinal Research Investigation of Responsiveness to Early Reading Intervention | This study investigated the effectiveness of asupplemental early reading intervention package onthe segmentation, blending and oral reading fluencyskills of 23 urban first-grade students, includingEnglish Language Learners (ELLs), who continued to beat reading risk after receiving intensivephonological awareness training the previous year inkindergarten (i.e., ERI-Treatment Group). Sixinstructional assistants received a six-hour trainingpackage to deliver the intervention to theERI-Treatment Group across three urban high povertyschools. Pre- and posttest standardized measures(WJ-III; CTOPP) and tri-weekly progress monitoringdata were collected to evaluate student progress.Data were analyzed with regression models, contrasts,and repeated measures mixed-effects modeling. Thefindings highlight the importance of intensivephonological awareness training and its potentiallylasting effects to reduce the reading risk ofextremely vulnerable students. They also underscorethe need to provide ongoing intensive support,depending on students responsiveness to intervention. | Format: Paperback | Language/Sprache: english | 295 gr | 216 pp. Seller Inventory # K9783639168723

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Book Description VDM Verlag Jul 2009, 2009. Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Neuware - This study investigated the effectiveness of a supplemental early reading intervention package on the segmentation, blending and oral reading fluency skills of 23 urban first-grade students, including English Language Learners (ELLs), who continued to be at reading risk after receiving intensive phonological awareness training the previous year in kindergarten (i.e., ERI-Treatment Group). Six instructional assistants received a six-hour training package to deliver the intervention to the ERI-Treatment Group across three urban high poverty schools. Pre- and posttest standardized measures (WJ-III; CTOPP) and tri-weekly progress monitoring data were collected to evaluate student progress. Data were analyzed with regression models, contrasts, and repeated measures mixed-effects modeling. The findings highlight the importance of intensive phonological awareness training and its potentially lasting effects to reduce the reading risk of extremely vulnerable students. They also underscore the need to provide ongoing intensive support, depending on students responsiveness to intervention. 216 pp. Englisch. Seller Inventory # 9783639168723

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Book Description VDM Verlag. Paperback. Condition: New. 216 pages. Dimensions: 8.7in. x 5.9in. x 0.5in.This study investigated the effectiveness of a supplemental early reading intervention package on the segmentation, blending and oral reading fluency skills of 23 urban first-grade students, including English Language Learners (ELLs), who continued to be at reading risk after receiving intensive phonological awareness training the previous year in kindergarten (i. e. , ERI-Treatment Group). Six instructional assistants received a six-hour training package to deliver the intervention to the ERI-Treatment Group across three urban high poverty schools. Pre- and posttest standardized measures (WJ-III; CTOPP) and tri-weekly progress monitoring data were collected to evaluate student progress. Data were analyzed with regression models, contrasts, and repeated measures mixed-effects modeling. The findings highlight the importance of intensive phonological awareness training and its potentially lasting effects to reduce the reading risk of extremely vulnerable students. They also underscore the need to provide ongoing intensive support, depending on students responsiveness to intervention. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Seller Inventory # 9783639168723

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