An Evaluation of the Effectiveness of the Remediation Plus Program on Improving Reading Achievement of Students in the Marinette (WI) School District

Autor/inn/en	Corcoran, Roisin P.; Ross, Steven M.
Institution	Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Titel	An Evaluation of the Effectiveness of the Remediation Plus Program on Improving Reading Achievement of Students in the Marinette (WI) School District
Quelle	(2015), (46 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Remedial Programs; Remedial Reading; Remedial Instruction; Program Effectiveness; Reading Improvement; Reading Achievement; School Districts; Educational Benefits; Mixed Methods Research; Reading Difficulties; Phonics; Intervention; Reading Skills; Comparative Analysis; Control Groups; Experimental Groups; Scores; Interviews; Regression (Statistics); Verbal Ability; Intelligence Tests; Vocabulary; Grade 1; Grade 2; Grade 3; Pretests Posttests; Quasiexperimental Design; Oral Reading; Reading Tests; Wisconsin; Gray Oral Reading Test; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Förderprogramm; Leseförderung; Förderkurs; Leseleistung; School district; Schulbezirk; Bildungsertrag; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Interviewing; Interviewtechnik; Regression; Regressionsanalyse; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Lesetest
Abstract	The study was implemented in the Title I Marinette School District using a randomized experimental design and parallel quasi experimental design spanning three grades 1-3 in 3 district elementary schools. The Remediation Plus Intervention is a multi-sensory, systematic synthetic phonics curriculum for all ages of students who struggle with reading, spelling and or handwriting. It was taught in the study in 30 minute pull out blocks to 1-3 students by teachers trained for 2 days in the program. The teachers delivered 48 lesson plans,approximately 50 hours of intervention. Evaluation questions: 1. Does student reading achievement improve for students compared to students not receiving the program? 2. What were teacher reactions to their experience using the program and to its benefits for students? A mixed method design was employed with the primary focus directed to analyzing student achievement on a battery of age appropriate reading skills assessments. The comparison group intervention were the Leveled Literacy Intervention (LL1) and Soar to Success both having limited emphasis on phonics relative to R+. The reading achievement posttests consisted of: PPVT, W-J III Letter-Word ID and Word Attack, GORT-4 (Grade 1) W-J III Letter-Word ID and Word Attack, GORT-4 (Grade 2) W-J III Word Attack, GORT-4 (Grade 3) Five reading specialists at all three schools were interviewed individually for one hour in May, 2015. Questions asked them to describe the interventions employed and their perceptions regarding implementation demands and the quality/fidelity achieved, effectiveness for students, strengths, weaknesses, and recommendations regarding future personal and district use. (As Provided).
Anmerkungen	Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: http://education.jhu.edu/research/crre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01