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The impact of the frequency and dura...

McAdaragh, Susan Tripp.

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The impact of the frequency and duration of small group reading instruction intervention on reading achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of the frequency and duration of small group reading instruction intervention on reading achievement./
作者:	McAdaragh, Susan Tripp.
面頁冊數:	131 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3685697
ISBN:	9781321620887

The impact of the frequency and duration of small group reading instruction intervention on reading achievement.
McAdaragh, Susan Tripp.

The impact of the frequency and duration of small group reading instruction intervention on reading achievement. - 131 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ed.D.)--University of South Dakota, 2014.

This item must not be sold to any third party vendors.

Elementary schools are in the business of providing students with the solid educational background they will need as they continue their learning through high school and beyond. Teachers at this level spend a great deal of their time teaching their students to read, and yet many students need support beyond what the classroom teacher can provide. The question many teachers and administrators try to answer is how much intervention should be provided and how frequently. The purpose of the study was to examine how increasing the amount of time students spent receiving reading intervention instruction might impact reading achievement. A secondary purpose of the study was to examine how increasing the amount of time students spent receiving reading intervention instruction might impact reading achievement based on gender, ELL status, Title I status, and grade level.

ISBN: 9781321620887Subjects--Topical Terms:

2122756
Reading instruction.

The impact of the frequency and duration of small group reading instruction intervention on reading achievement.
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245 1 4 $a The impact of the frequency and duration of small group reading instruction intervention on reading achievement.
300 $a 131 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Frederick Aderhold.
502 $a Thesis (Ed.D.)--University of South Dakota, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Elementary schools are in the business of providing students with the solid educational background they will need as they continue their learning through high school and beyond. Teachers at this level spend a great deal of their time teaching their students to read, and yet many students need support beyond what the classroom teacher can provide. The question many teachers and administrators try to answer is how much intervention should be provided and how frequently. The purpose of the study was to examine how increasing the amount of time students spent receiving reading intervention instruction might impact reading achievement. A secondary purpose of the study was to examine how increasing the amount of time students spent receiving reading intervention instruction might impact reading achievement based on gender, ELL status, Title I status, and grade level.
520 $a During two consecutive school years, 2012-2013 and 2013-2014, first through third graders identified as struggling readers in 12 elementary schools in a South Dakota school district took part in a reading intervention. During the first year of the study, students met with a reading specialist in small groups for 20 minutes two or three times per week. During the second year of the study, the intervention sessions increased to 30 minutes in length and occurred five times per week. Progress was monitored using the Developmental Reading Assessment (DRA).
520 $a Information from the assessments was analyzed by computing Pearson product moment correlations to determine the relationship between the frequencies of attending the reading intervention each week and the change in DRA assessments scores. In addition, a chi-square test of independence was used to determine if the amount of time spent on interventions and grade level reading achievement were independent of each other.
520 $a Findings from the study of 1,089 students indicated that increasing the amount of reading intervention provided made a small but significant difference in reading achievement for all subgroups, r = .178, n = 1,089, p = .000, two-tailed. For students identified as ELL and for third grade students, the significance was moderate, r = .253, n = 359, p = .000 and r = .318, n = 259, p = .000, respectively. In addition, more students than were statistically expected made gains in reading achievement with the increased amount of time devoted to reading intervention, X2(1, N = 1,087) = 24.93, p = .000.
590 $a School code: 0203.
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710 2 $a University of South Dakota. $b Educational Administration. $3 1681009
773 0 $t Dissertation Abstracts International $g 76-08A(E).
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791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3685697