東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A Comparison of Reading Fluency Inte...

Poynter, Michelle,

FindBook

Google Book

Amazon

博客來

A Comparison of Reading Fluency Interventions: Group Repeated Reading and Rapid Read /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Comparison of Reading Fluency Interventions: Group Repeated Reading and Rapid Read // Michelle Poynter.
作者:	Poynter, Michelle,
面頁冊數:	1 electronic resource (103 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-07, Section: A.
Contained By:	Dissertations Abstracts International86-07A.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31637557
ISBN:	9798302165916

A Comparison of Reading Fluency Interventions: Group Repeated Reading and Rapid Read /
Poynter, Michelle,

A Comparison of Reading Fluency Interventions: Group Repeated Reading and Rapid Read /Michelle Poynter. - 1 electronic resource (103 pages)

Source: Dissertations Abstracts International, Volume: 86-07, Section: A.

Reading fluency is a crucial skill to learn to be successful in school and in life. Research indicates that the most effective and widely used group interventions to increase children's reading fluency such as repeated reading have been used with minimal to no modifications since their development. Although there are many reading fluency strategies and interventions to select from, few group reading fluency interventions have emerged in the literature with enough evidence to support their use. It is crucial to implement effective and efficient group reading fluency intervention to decrease the time the student spends instructionally behind peers as well as save the resources such as time and money. This study will compare the effects of an empirically supported reading intervention, rapid read, to the evidenced based group reading fluency intervention, group repeated reading. The goal of this study is to compare the interventions efficiency, effectiveness, and social validity.

English

ISBN: 9798302165916Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Fluency

A Comparison of Reading Fluency Interventions: Group Repeated Reading and Rapid Read /
LDR:02517nmm a22004693i 4500 001 2433190
005 20250822095310.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798302165916
035 $a (MiAaPQD)AAI31637557
035 $a AAI31637557
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Poynter, Michelle, $e author. $3 3822701
245 1 2 $a A Comparison of Reading Fluency Interventions: Group Repeated Reading and Rapid Read / $c Michelle Poynter.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (103 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-07, Section: A.
500 $a Advisors: Ripple, Hailey Committee members: Sidwell, MacKenzie; Spinks, Hailey; Bates-Brantley, Kayla.
502 $b Ph.D. $c Mississippi State University $d 2024.
520 $a Reading fluency is a crucial skill to learn to be successful in school and in life. Research indicates that the most effective and widely used group interventions to increase children's reading fluency such as repeated reading have been used with minimal to no modifications since their development. Although there are many reading fluency strategies and interventions to select from, few group reading fluency interventions have emerged in the literature with enough evidence to support their use. It is crucial to implement effective and efficient group reading fluency intervention to decrease the time the student spends instructionally behind peers as well as save the resources such as time and money. This study will compare the effects of an empirically supported reading intervention, rapid read, to the evidenced based group reading fluency intervention, group repeated reading. The goal of this study is to compare the interventions efficiency, effectiveness, and social validity.
546 $a English
590 $a School code: 0132
650 4 $a Educational psychology. $3 517650
650 4 $a Reading instruction. $3 2122756
650 4 $a Special education. $3 516693
650 4 $a Elementary education. $3 641385
650 4 $a Disability studies. $3 543687
653 $a Fluency
653 $a Interventions
653 $a Reading
653 $a Repeated reading
653 $a Single subject design
653 $a Reading fluency
690 $a 0525
690 $a 0201
690 $a 0524
690 $a 0535
690 $a 0529
710 2 $a Mississippi State University. $b Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations. $e degree granting institution. $3 3822702
720 1 $a Ripple, Hailey $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-07A.
790 $a 0132
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31637557