The Effectiveness of a Technologically Facilitated Classroom-Based Early Reading Intervention: The Targeted Reading Intervention

Autor/inn/en	Amendum, Steven J.; Vernon-Feagans, Lynne; Ginsberg, Marnie C.
Titel	The Effectiveness of a Technologically Facilitated Classroom-Based Early Reading Intervention: The Targeted Reading Intervention
Quelle	In: Elementary School Journal, 112 (2011) 1, S.107-131 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/660684
Schlagwörter	Reading Difficulties; Special Needs Students; Early Reading; Intervention; Program Evaluation; Laptop Computers; Videoconferencing; Research Methodology; Research Design; Experimental Groups; Control Groups; Rural Schools; Low Income Groups; Economically Disadvantaged; Reading Skills; Standardized Tests; Kindergarten; Grade 1; Elementary School Teachers; United States + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Sonderpädagogischer Förderbedarf; Frühlesen; Programme evaluation; Programmevaluation; Laptop computer; Laptop; Computer; Digitalrechner; Research method; Forschungsmethode; Forschungsdesign; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Reading skill; Lesefertigkeit; Standadised tests; Standardisierter Test; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; USA
Abstract	The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. The TRI was delivered via an innovative Web-conferencing system using laptop computers and webcam technology. Seven schools from the southwestern United States were randomly assigned to experimental and control conditions in a cluster randomized design. All children in the study (n = 364) were administered a battery of standardized reading skill tests in the fall and spring of the school year. Intent-to-treat analyses were conducted to estimate mixed models of children's 1-year growth in Word Attack, Letter/Word Identification, Passage Comprehension, and Spelling of Sounds. Results showed that struggling readers from experimental schools outperformed those from control schools on all spring reading outcomes, controlling for fall scores. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10