Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students

Autor/inn/en	Council, Morris R, III.; Cartledge, Gwendolyn; Green, DeLayna; Barber, Mariah; Ralph, Gardner, III.
Titel	Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students
Quelle	41 (2016) 4, S.241-257 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Observation; Educational Technology; Student Attitudes; Questionnaires; At Risk Students; Reading Skills; Reading Tests; Emergent Literacy; Reading Fluency; Culturally Relevant Education; Program Effectiveness; Females; Social Behavior; Computer Assisted Instruction; Reading Instruction; Intervention; Elementary School Students; Urban Schools; Grade 2; Grade 1; Generalization; Computer Software + Suchen Sie Ihr Suchwort? Beobachtung; Unterrichtsmedien; Schülerverhalten; Fragebogen; Reading skill; Lesefertigkeit; Lesetest; Frühleseunterricht; Weibliches Geschlecht; Social behaviour; Soziales Verhalten; Computer based training; Computerunterstützter Unterricht; Leseunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories intervention utilized culturally relevant reading passages for repeated readings delivered through computer software to increase the reading fluency of the young learners. Single-subject data collection procedures (AB designs) were used to measure student performance in reading and behavior during the intervention. Reading and behavioral outcomes improved following implementation of the intervention for all three participants. The benefits of systematic, intensive, and culturally relevant intervention to reduce risk in beginning learners are discussed. [This article was published in "Behavioral Disorders" (EJ1113091).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01