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

Reading Well: Using Read Well to Eff...

Pitcher, Chelsea B.

Linked to FindBook

Google Book

Amazon

博客來

Reading Well: Using Read Well to Effectively Intervene for Students With Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reading Well: Using Read Well to Effectively Intervene for Students With Disabilities./
Author:	Pitcher, Chelsea B.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	152 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
Subject:	Educational evaluation. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31235525
ISBN:	9798382224862

Reading Well: Using Read Well to Effectively Intervene for Students With Disabilities.
Pitcher, Chelsea B.

Reading Well: Using Read Well to Effectively Intervene for Students With Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 152 p.

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

Thesis (D.Ed.)--Indiana Wesleyan University, 2024.

This exploratory case study was conducted to evaluate the effectiveness of Voyager Sopris' Read Well program when implemented as a reading intervention in elementary self-contained special education classrooms. This research expands on previous research investigating the implementation of the Read Well with target populations, including those considered English language learners, at-risk, or students with learning disabilities. The research questions were constructed to determine if the implementation of Read Well would result is statistically significant different scores between student pre- and post-tests. This research also evaluated teacher perceptions when comparing data before and after implementing Read Well in elementary special education self-contained classrooms. Two participating self-contained classrooms with two teachers and five students participated in the study. The research was conducted in a district in southeastern Michigan. Data was gathered from one female and four male students in second through fifth-grade. All five students with disabilities receive special education instruction in a self-contained classroom. All data was coded for confidentiality. Teachers' perceptions of providing instruction to students with disabilities were investigated through a mixed-methods survey conducted before and after implementation. Qualitative data was analyzed for themes. The pre- and post-student and teacher quantitative data were used to determine if a significant difference existed following the implementation of Read Well as a reading intervention. The findings of this study indicate that Read Well is an effective{A0}intervention tool for increasing students' decoding and fluency skills. Findings of teacher perceptions and the impact on students' comprehension were mixed or non-conclusive.

ISBN: 9798382224862Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Comprehension

Reading Well: Using Read Well to Effectively Intervene for Students With Disabilities.
LDR:02970nmm a2200373 4500 001 2398423
005 20240812064635.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798382224862
035 $a (MiAaPQ)AAI31235525
035 $a AAI31235525
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pitcher, Chelsea B. $3 3768337
245 1 0 $a Reading Well: Using Read Well to Effectively Intervene for Students With Disabilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 152 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
500 $a Advisor: Pickens, Lisset.
502 $a Thesis (D.Ed.)--Indiana Wesleyan University, 2024.
520 $a This exploratory case study was conducted to evaluate the effectiveness of Voyager Sopris' Read Well program when implemented as a reading intervention in elementary self-contained special education classrooms. This research expands on previous research investigating the implementation of the Read Well with target populations, including those considered English language learners, at-risk, or students with learning disabilities. The research questions were constructed to determine if the implementation of Read Well would result is statistically significant different scores between student pre- and post-tests. This research also evaluated teacher perceptions when comparing data before and after implementing Read Well in elementary special education self-contained classrooms. Two participating self-contained classrooms with two teachers and five students participated in the study. The research was conducted in a district in southeastern Michigan. Data was gathered from one female and four male students in second through fifth-grade. All five students with disabilities receive special education instruction in a self-contained classroom. All data was coded for confidentiality. Teachers' perceptions of providing instruction to students with disabilities were investigated through a mixed-methods survey conducted before and after implementation. Qualitative data was analyzed for themes. The pre- and post-student and teacher quantitative data were used to determine if a significant difference existed following the implementation of Read Well as a reading intervention. The findings of this study indicate that Read Well is an effective{A0}intervention tool for increasing students' decoding and fluency skills. Findings of teacher perceptions and the impact on students' comprehension were mixed or non-conclusive.
590 $a School code: 0519.
650 4 $a Educational evaluation. $3 526425
650 4 $a Special education. $3 516693
650 4 $a Disability studies. $3 543687
653 $a Comprehension
653 $a Special education teachers
653 $a Disabilities
653 $a Teacher perceptions
690 $a 0443
690 $a 0529
690 $a 0201
710 2 $a Indiana Wesleyan University. $b Educational Leadership. $3 3768338
773 0 $t Dissertations Abstracts International $g 85-10A.
790 $a 0519
791 $a D.Ed.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31235525