The Effects of Direct Instruction in Phonics and the Reading Fluency on the Reading Performance of an Upper Elementary School Student PDF Download
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Author: Ryan Gerald Loberger
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
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Book Description
Author: Ryan Gerald Loberger
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
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Book Description
Author: Turrah S. Benton
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 50
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Book Description
"This mixed methods study takes a look at the effect of direct phonics instruction on the oral reading fluency of students who are above the grade level in which phonics are included in reading standards. Students in a rural school in Georgia participated in this study in which DIBELS Next was used to measure oral reading fluency. Students who were determined to be below grade level were given a systematic program of direct phonics instruction for 15 minutes daily. Information collected from DIBELS Next along with teacher surveys and anecdotal notes, was compiled to get a well-rounded picture of effects of phonics instruction on students' ability to read fluently."--Page 4
Author: Todd M. Davis
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Children who are not reading by the end of first grade have a substantial chance of never becoming proficient readers. The challenging decision for school administrators is to select a literacy program in which the needs of all students are addressed and in which sustained reading success will occur. Therefore, the purpose of this study was to investigate differences of two instructional programs, guided reading and direct instruction, on the fluency and comprehension outcomes of first grade students. A quantitative research design was utilized to determine the impact of each reading program. In this quasi-experimental investigation, a nonequivalent group design was used. The sample consisted of first grade students in regular education classrooms from two elementary schools in a large urban school district. The outcomes were measured using the Texas Primary Reading Inventory (TPRI). To determine whether statistically significant differences were present, paired samples t-tests were conducted between the beginning-of-year stories and the end-of-year stories for each school. The findings of this study revealed that statistically significant improvements were achieved in comprehension and fluency in both reading programs.
Author: Geri Marshall Mohler
Publisher:
ISBN:
Category :
Languages : en
Pages : 414
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Author: Tracy Jean Galante
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 312
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Book Description
"Education, arts and social sciences, natural and technical sciences in the United States and Canada".
Author: Bonnie B. Armbruster
Publisher: DIANE Publishing
ISBN: 143793756X
Category : Education
Languages : en
Pages : 60
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Author: United States Congress
Publisher: Createspace Independent Publishing Platform
ISBN: 9781983502651
Category :
Languages : en
Pages : 30
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Book Description
Report of the National Reading Panel : hearing before a subcommittee of the Committee on Appropriations, United States Senate; One Hundred Sixth Congress, second session; special heÅ April 13, 2000; Washington, DC.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 12
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Book Description
Author: Jennifer Parker
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 109
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Book Description
The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the reading comprehension achievement of students who participated in SRA Reading Mastery Signature and students who participated in SRA Reading Success using the reading portion of the Measures of Academic Progress (MAP) assessment. The treatment groups were located in a moderate size school district in the Upstate region of South Carolina. After a 10-week intervention period, post test scores from the literary text subtest, informational text subtest, and vocabulary development subtest of the reading portion of the Measure of Academic Progress assessment were compared using three separate ANCOVA. The pretest scores served as the covariate. There were no significant differences found between the two treatment groups. Practical and methodological implications and limitations are discussed and recommendations for future research are included.
