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The Effectiveness of Scripted Readin...

Stump, Tracie.

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The Effectiveness of Scripted Reading Programs for Struggling Readers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effectiveness of Scripted Reading Programs for Struggling Readers./
Author:	Stump, Tracie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	142 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10746575
ISBN:	9780355779639

The Effectiveness of Scripted Reading Programs for Struggling Readers.
Stump, Tracie.

The Effectiveness of Scripted Reading Programs for Struggling Readers. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 142 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

Decoding deficits began in the early grades and without remediation created a subgroup of students performing below the expected level of the grade level of achievement. Examining oral reading fluency and phonics instruction provided information to the effectiveness of these reading areas taught individually or in tandem using scripted programming, and what impacts the instruction had on narrowing the reading deficits. Without knowledge on what worked to remediate students in reading, many school districts and teachers struggled with finding success. A multiple case study approach was used with information collected from 12 third through fifth grade special education students, with a primary disability in basic reading or oral reading fluency or a combination disability area of basic reading and oral reading fluency. The aim of this study was to determine how phonics instruction with the addition of a fluency program impacted student reading growth. Additionally, this study aimed to determine if the instructional delivery of the scripted programs facilitated reading growth. Special education teachers were observed instructing students using the phonics programs REWARDS or Phonics for Reading, and the fluency program called Read Naturally. Student reading scores were collected at the onset and closure of the study, along with two additional probes spaced at approximately two weeks apart. NVivo analyzed the observational and interview notes. Data triangulation was conducted using the observations, interviews, reading scores, and past academic programming histories. Results of this study concluded that a definitive answer could not be obtained to the questions due to inconsistency in the instruction, the amount of time each teacher spent on the lesson, whether each teacher used the script as prescribed, and distractibility within the lesson. Impacts from this study included the need to have programs with phonics and phonemic instruction embedded and used with students as young as pre-school, but kindergarten would be mandatory. Future research would include a stricter protocol, with the study being action research to ensure greater consistency with the delivery. Additionally, this type of study would last more than six weeks to garner a fuller scope of the effectiveness of the programs being implemented.

ISBN: 9780355779639Subjects--Topical Terms:

516693
Special education.

The Effectiveness of Scripted Reading Programs for Struggling Readers.
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300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Carrie Lloyd.
502 $a Thesis (Ed.D.)--Northcentral University, 2018.
520 $a Decoding deficits began in the early grades and without remediation created a subgroup of students performing below the expected level of the grade level of achievement. Examining oral reading fluency and phonics instruction provided information to the effectiveness of these reading areas taught individually or in tandem using scripted programming, and what impacts the instruction had on narrowing the reading deficits. Without knowledge on what worked to remediate students in reading, many school districts and teachers struggled with finding success. A multiple case study approach was used with information collected from 12 third through fifth grade special education students, with a primary disability in basic reading or oral reading fluency or a combination disability area of basic reading and oral reading fluency. The aim of this study was to determine how phonics instruction with the addition of a fluency program impacted student reading growth. Additionally, this study aimed to determine if the instructional delivery of the scripted programs facilitated reading growth. Special education teachers were observed instructing students using the phonics programs REWARDS or Phonics for Reading, and the fluency program called Read Naturally. Student reading scores were collected at the onset and closure of the study, along with two additional probes spaced at approximately two weeks apart. NVivo analyzed the observational and interview notes. Data triangulation was conducted using the observations, interviews, reading scores, and past academic programming histories. Results of this study concluded that a definitive answer could not be obtained to the questions due to inconsistency in the instruction, the amount of time each teacher spent on the lesson, whether each teacher used the script as prescribed, and distractibility within the lesson. Impacts from this study included the need to have programs with phonics and phonemic instruction embedded and used with students as young as pre-school, but kindergarten would be mandatory. Future research would include a stricter protocol, with the study being action research to ensure greater consistency with the delivery. Additionally, this type of study would last more than six weeks to garner a fuller scope of the effectiveness of the programs being implemented.
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