A Secondary Intervention in Reading: Word Skills for Junior High

Autor/in	Klich, Sheila M.
Titel	A Secondary Intervention in Reading: Word Skills for Junior High
Quelle	In: i.e.: inquiry in education, 2 (2012) 2, Artikel 3 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	Private Schools; Junior High School Students; Reading Skills; Decoding (Reading); Word Recognition; Low Achievement; Reading Achievement; Intervention; Program Evaluation; Program Effectiveness; Pretests Posttests; Reading Fluency; Reading Comprehension; Statistical Analysis; Scores; Reading Tests; Grade 5; Grade 6; Grade 7; Grade 8; Curriculum Based Assessment; Response to Intervention; TerraNova Multiple Assessments + Suchen Sie Ihr Suchwort? Private school; Privatschule; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Reading skill; Lesefertigkeit; Dekodierung; Worterkennung; Unterdurchschnittliche Leistung; Leseleistung; Programme evaluation; Programmevaluation; Leseverstehen; Statistische Analyse; Lesetest; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The school involved in the study is a diverse, faith-based, private school located in a large Midwestern city. Within the school, reading skills vary considerably. Typically, decoding and word skills are not widely taught after the third grade. Sixteen Junior High students who underachieve in reading were given additional instruction using the "Words Their Way" series four days per week over the course of four months to improve reading skills. Students were pre and post-tested using fluency and comprehension portions of "AIMSweb" and the "Qualitative Reading Inventory 5." Results indicated a statistically significant improvement in fluency, and gains in comprehension scores for some students. The study helped reveal issues related to methods of instruction, assessment, scheduling, and selection of materials. (As Provided).
Anmerkungen	Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01