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 到查詢結果 [ author_sort:"hall, matthew." ]

切換: 標籤 | MARC模式 | ISBD

A Comparison of Targeted and Multico...

Hall, Matthew.

FindBook

Google Book

Amazon

博客來

A Comparison of Targeted and Multicomponent Small-Group Reading Interventions in Early Elementary Grades.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Comparison of Targeted and Multicomponent Small-Group Reading Interventions in Early Elementary Grades./
作者:	Hall, Matthew.
面頁冊數:	130 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10036313
ISBN:	9781339544885

A Comparison of Targeted and Multicomponent Small-Group Reading Interventions in Early Elementary Grades.
Hall, Matthew.

A Comparison of Targeted and Multicomponent Small-Group Reading Interventions in Early Elementary Grades. - 130 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ph.D.)--University of Minnesota, 2016.

Although there is a broad research base supporting effective components of reading interventions, less is known about how to implement reading interventions in small groups. The current study investigated the impact of implementing small group reading interventions targeted to student needs guided by the theoretical frameworks of the Instructional Hierarchy (Haring & Eaton, 1978) and Chall's (1983) stage theory of reading development. A between-participants randomized block design was used to assign 50 second and third grade students to either a targeted or multicomponent small group reading intervention to ensure equal students with decoding and fluency needs were in each condition. Results revealed no differences between conditions on measures of decoding, fluency and comprehension following 4-weeks of intervention. However, students with a decoding need were found to significantly improve their decoding skills compared to students with a fluency need regardless of condition. Observations of the interventions being implemented indicated that all four interventionists modified the interventions or added additional components. Implications for theory and practice are discussed.

ISBN: 9781339544885Subjects--Topical Terms:

2122756
Reading instruction.

A Comparison of Targeted and Multicomponent Small-Group Reading Interventions in Early Elementary Grades.
LDR:02147nmm a2200289 4500 001 2076470
005 20161104135025.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339544885
035 $a (MiAaPQ)AAI10036313
035 $a AAI10036313
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hall, Matthew. $3 525388
245 1 2 $a A Comparison of Targeted and Multicomponent Small-Group Reading Interventions in Early Elementary Grades.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Advisers: Matthew K. Burns; Theodore J. Christ.
502 $a Thesis (Ph.D.)--University of Minnesota, 2016.
520 $a Although there is a broad research base supporting effective components of reading interventions, less is known about how to implement reading interventions in small groups. The current study investigated the impact of implementing small group reading interventions targeted to student needs guided by the theoretical frameworks of the Instructional Hierarchy (Haring & Eaton, 1978) and Chall's (1983) stage theory of reading development. A between-participants randomized block design was used to assign 50 second and third grade students to either a targeted or multicomponent small group reading intervention to ensure equal students with decoding and fluency needs were in each condition. Results revealed no differences between conditions on measures of decoding, fluency and comprehension following 4-weeks of intervention. However, students with a decoding need were found to significantly improve their decoding skills compared to students with a fluency need regardless of condition. Observations of the interventions being implemented indicated that all four interventionists modified the interventions or added additional components. Implications for theory and practice are discussed.
590 $a School code: 0130.
650 4 $a Reading instruction. $3 2122756
650 4 $a Elementary education. $3 641385
650 4 $a Educational psychology. $3 517650
690 $a 0535
690 $a 0524
690 $a 0525
710 2 $a University of Minnesota. $b Educational Psychology. $3 1023204
773 0 $t Dissertation Abstracts International $g 77-08A(E).
790 $a 0130
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10036313