A Case Study on the Impact of the READ 180 Reading Intervention Program on Affective and Cognitive Reading Skills for At-Risk Secondary Level Students

Autor/in	Vogel, Jeffrey Todd
Titel	A Case Study on the Impact of the READ 180 Reading Intervention Program on Affective and Cognitive Reading Skills for At-Risk Secondary Level Students
Quelle	(2013), (220 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-0261-8
Schlagwörter	Hochschulschrift; Dissertation; Reading Instruction; Reading Programs; Intervention; Program Effectiveness; Affective Behavior; Cognitive Processes; Reading Skills; At Risk Students; High School Students; Grade 9; Reading Motivation; Reading Attitudes; Reading Comprehension; Educational Benefits; Student Needs; Disadvantaged Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseunterricht; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Reading skill; Lesefertigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Lesemotivation; Reading behavior; Rading behaviour; Leseverhalten; Leseverstehen; Bildungsertrag
Abstract	The purpose of this qualitative case study was to investigate the impact of the READ 180 reading intervention program upon the affective and cognitive reading skills of 21 struggling ninth grade at-risk students at a Title I high school in Southern California. There was minimal qualitative analysis of the READ 180 program at the secondary level and nominal research in general on affective learning regarding motivation to read for at-risk high school students. This study was designed to explore what changes, if any, may occur in the reading attitudes (affective skills) and comprehension levels (cognitive skills) of participants in the READ 180 program. Data was collected from interviews, observations, and student documents over a 16 week period and then analyzed for themes and connections to the research questions. The findings for this study indicated that READ 180 was a beneficial intervention in limited areas for many at-risk high school students, but it did not meet the myriad of affective and cognitive needs required for grade level literacy development. READ 180 best served secondary level students when it was modified based on individual student needs and interests. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01