東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

An Examination of Third Grade Readin...

Fee, Kira Danielle.

Linked to FindBook

Google Book

Amazon

博客來

An Examination of Third Grade Reading Achievement for Students Identified as SLD, Tier 2, or Tier 3.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Examination of Third Grade Reading Achievement for Students Identified as SLD, Tier 2, or Tier 3./
Author:	Fee, Kira Danielle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	78 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27741028
ISBN:	9798664720327

An Examination of Third Grade Reading Achievement for Students Identified as SLD, Tier 2, or Tier 3.
Fee, Kira Danielle.

An Examination of Third Grade Reading Achievement for Students Identified as SLD, Tier 2, or Tier 3. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 78 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (D.Ed.)--University of Oregon, 2020.

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

The purpose of this study was to examine formative reading and vocabulary achievement results for third grade students recently found eligible for special education (SpEd) within specific learning disability (SLD) reading eligibility versus other third grade students not identified with SLD. The participant sample crossed four consecutive school years, and students were assigned to four different groups according to SLD status and Fall overall easyCBM© risk including: (a) students not in SpEd with a Fall designation of Low Reading Risk Group (non-SpEd low risk), (b) students not in SpEd with a Fall designation of Some Reading Risk Group (non-sped some risk), (c) students not in special education with a Fall designation of High Reading Risk Group (non-SpEd high risk), and (d) students in special education with a Fall designation of High Reading Risk Group (SLD high risk). The SLD high risk group was comprised of 90 students, so 90 students were randomly selected and assigned to each of the other three groups. Fall, Winter, and Spring easyCBM© passage reading fluency and vocabulary progress monitoring data were collected. Data were analyzed using a mixed effects model, including omnibus tests and pairwise comparisons. Specifically, the pairwise comparisons found SpEd High Group's mean PRF scores were significantly lower from all other groups and, importantly, significantly lower than the non-SpEd High group in Fall (p = .01), Winter (p < .00), and Spring (p < .00). Vocabulary pairwise comparisons for the SpEd High Group versus the non-SpEd High Group found no significant difference in Fall (p = .45), but significant differences in Winter (p < .00) and Spring (p < .00). Implications of my findings focus on district policy regarding: (a) the use of CBMs for risk labels, (b) Response to Intervention (RtI) as an effective framework, and (c) reading achievement growth for students with SLD are discussed.

ISBN: 9798664720327Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Reading intervention

An Examination of Third Grade Reading Achievement for Students Identified as SLD, Tier 2, or Tier 3.
LDR:03218nmm a2200385 4500 001 2276473
005 20210510090139.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798664720327
035 $a (MiAaPQ)AAI27741028
035 $a AAI27741028
040 $a MiAaPQ $c MiAaPQ
100 1 $a Fee, Kira Danielle. $3 3554756
245 1 3 $a An Examination of Third Grade Reading Achievement for Students Identified as SLD, Tier 2, or Tier 3.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 78 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
500 $a Advisor: Tindal, Gerald.
502 $a Thesis (D.Ed.)--University of Oregon, 2020.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to examine formative reading and vocabulary achievement results for third grade students recently found eligible for special education (SpEd) within specific learning disability (SLD) reading eligibility versus other third grade students not identified with SLD. The participant sample crossed four consecutive school years, and students were assigned to four different groups according to SLD status and Fall overall easyCBM© risk including: (a) students not in SpEd with a Fall designation of Low Reading Risk Group (non-SpEd low risk), (b) students not in SpEd with a Fall designation of Some Reading Risk Group (non-sped some risk), (c) students not in special education with a Fall designation of High Reading Risk Group (non-SpEd high risk), and (d) students in special education with a Fall designation of High Reading Risk Group (SLD high risk). The SLD high risk group was comprised of 90 students, so 90 students were randomly selected and assigned to each of the other three groups. Fall, Winter, and Spring easyCBM© passage reading fluency and vocabulary progress monitoring data were collected. Data were analyzed using a mixed effects model, including omnibus tests and pairwise comparisons. Specifically, the pairwise comparisons found SpEd High Group's mean PRF scores were significantly lower from all other groups and, importantly, significantly lower than the non-SpEd High group in Fall (p = .01), Winter (p < .00), and Spring (p < .00). Vocabulary pairwise comparisons for the SpEd High Group versus the non-SpEd High Group found no significant difference in Fall (p = .45), but significant differences in Winter (p < .00) and Spring (p < .00). Implications of my findings focus on district policy regarding: (a) the use of CBMs for risk labels, (b) Response to Intervention (RtI) as an effective framework, and (c) reading achievement growth for students with SLD are discussed.
590 $a School code: 0171.
650 4 $a Special education. $3 516693
650 4 $a Instructional design. $3 3172279
650 4 $a Educational leadership. $3 529436
653 $a Reading intervention
653 $a Response to intervention
653 $a Special education
653 $a Specific learning disability
653 $a Tiered support
690 $a 0529
690 $a 0447
690 $a 0449
710 2 $a University of Oregon. $b Department of Educational Methodology, Policy, and Leadership. $3 3169895
773 0 $t Dissertations Abstracts International $g 82-03A.
790 $a 0171
791 $a D.Ed.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27741028