Author: Pamela Rourke BallatoPublisher:
ISBN:
Category :
Languages : en
Pages : 274
Book Description
The Effects of a Summer School Literacy Program on the Reading Achievement of Elementary Students with Disabilities
Author: Pamela Rourke BallatoPublisher:
ISBN:
Category :
Languages : en
Pages : 274
Book Description
Handbook of Reading Disability Research
Author: Anne McGill-FranzenPublisher: Routledge
ISBN: 1136980679
Category : Education
Languages : en
Pages : 536
Book Description
Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.
The Effects of a Summer Literacy Program on Mitigating Summer Reading Loss in Elementary Students
Author: Elizabeth M. MillerPublisher:
ISBN:
Category : Literacy programs
Languages : en
Pages : 212
Book Description
Summer Reading
Author: Richard L. AllingtonPublisher: Teachers College Press
ISBN: 0807776696
Category : Education
Languages : en
Pages :
Book Description
The Effects of a Summer Learning Program on Early Elementary Students' Reading Achievement
Author: Angela Marie CrottyPublisher:
ISBN: 9781339565392
Category :
Languages : en
Pages : 384
Book Description
The Link
Author: Resources in Education
Author: Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 498
Book Description
Examining Effects of Summer School on Reading Achievement of Elementary Students
Author: Kelsey J. RockerPublisher:
ISBN:
Category : Reading
Languages : en
Pages : 40
Book Description
The Effect of a Summer School Literacy Program on the Reading Attitudes of Elementary School Struggling Readers
Author: Katie FradleyPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
ABSTRACT: This mixed-method study explored and examined the reading attitudes of thirdgrade struggling readers (n=91) following six weeks of summer school using a scripted literacy program (Voyager Passport). During the quantitative portion of the study students (n=91) from five different summer school sites were given the Elementary Reading Attitude Survey (McKenna & Kear, 1990). The survey, which was administered by the classroom teacher the first day of summer school and the last week of summer school, provided scores for academic, recreational and total reading attitude. Following data collection the results of the ERAS surveys were analyzed using a dependent measures t-test as well as descriptive statistics. Results revealed no significant differences in recreational or total reading attitude following summer school using a scripted literacy program. Gender and school site were both examined using a multivariate analysis. Results indicated no statistically significant differences based on gender. However, when academic attitude was examined the results for school site were found to be significant F (4, 90) = 2.87, p = .03. A follow-up Tukey test revealed that although there was a difference in academic attitudes between the school sites, the variation could not be pinpointed to particular sites. The qualitative portion of the study relied on both field notes gathered through classroom observations (n=113) and focus groups. One focus group was held at each of the five summer school sites. During focus groups a group moderator asked the students a series of six questions. Results were analyzed using semantic content analysis (Stewart & Shamdasani, 1990) to identify themes related to students' attitudes about reading. After a cross case analysis of the targeted classrooms was conducted, triangulation was used to compare the findings from the ERAS survey, classroom observations, and focus groups. The qualitative findings revealed that following summer school students liked to read, felt they were better readers, and felt prepared to take the standardized test. However, only 29% of the students passed the alternative assessment. The results also revealed questions regarding the fidelity of the implementation and concerns with the lack of norming data on the fidelity measure.