Improving the Use of Data in Early Reading Intervention Programs in Northwest Florida

Autor/in	Thompson, Carla J.
Titel	Improving the Use of Data in Early Reading Intervention Programs in Northwest Florida
Quelle	In: Journal of Educational Research and Practice, 2 (2012) 1, S.1-14 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8693
Schlagwörter	Early Intervention; Reading Instruction; Reading Programs; Data Collection; Data Analysis; Databases; Kindergarten; Grade 1; Grade 2; Grade 3; Statistical Analysis; Reading Strategies; Observation; Models; Reading Achievement; Feedback (Response); Faculty Development; Response to Intervention; Achievement Tests; Standardized Tests; State Standards; Pretests Posttests; Individualized Instruction; Florida; Florida Comprehensive Assessment Test; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Leseunterricht; Data capture; Datensammlung; Auswertung; Datenbank; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Statistische Analyse; Reading strategy; Leselernstufe; Lesetechnik; Beobachtung; Analogiemodell; Leseleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Individualisierender Unterricht
Abstract	Improving student performance for high-need student populations by improving the use of data in decision-making for early reading intervention programs in northwest Florida is the focus of this research to practice effort. The study is conceptually based on using a relational-feedback intervention (RFI) database model in early learning environments. The innovative use of data is the incorporation of trained classroom observers who performed over 2,000 observations (30 minutes each) in randomly selected reading (K-3) classrooms over a 2-year period using a quantitative observation tool that depicts 85 differentiated reading strategies. The RFI database model aligns classroom observation data to student achievement data with feedback interventions provided to schools. Empirical results that lend support for the use of the RFI database model include increased student achievement in early reading, closing of achievement gaps, increased informed decision making, and improved quality of professional development and communications about early learning for teachers/principals, stakeholders, and parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01