Does Rainbow Repeated Reading Add Value to an Intensive Literacy Intervention Program for Low-progress Readers? An experimental evaluation

2000 ◽  
Vol 52 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Kevin Wheldall
Keyword(s):  
Experimental Evaluation ◽  
Intervention Program ◽  
Repeated Reading ◽  
Literacy Intervention

Using Game-Based Learning to Improve Boys' Literacy

2022 ◽  
pp. 249-268
Author(s):  
Minda M. B. Marshall ◽  
Marinda Marshall
Keyword(s):  
South African ◽  
Reading Fluency ◽  
Visual Processing ◽  
Intervention Program ◽  
Reading Speed ◽  
Literacy Intervention ◽  
Game Based Learning ◽  
Perceptual Development ◽  
Whole School ◽  
Visual Intelligence

This chapter foregrounds an online gamified visual intelligence innovation (eyebraingym) developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency. The explicit aim of the innovation is to improve comprehension towards visual intelligence. Ninety-eight Grade 8 learners at a South African Boy's School completed their online development during the 2021 academic year. These learners were part of a group of students participating in a whole school reading and literacy intervention program. The innovation is an integral part of this ongoing project. Their interaction with the innovation consists of 15 sessions completed once or twice a week for 20 – 40 minutes over five months. The results of the project are positive. It shows that most participating students improved their perceptual development and reading speed (VPF) and cognitive development and comprehension skills (CDF). In addition, these outcomes transferred to improved relative efficiency when working with information (AIUF).

Emergent Literacy Intervention for Vulnerable Preschoolers

2003 ◽  
Vol 12 (3) ◽  
pp. 320-332 ◽  
Author(s):  
Laura M. Justice ◽  
Sy-Miin Chow ◽  
Cara Capellini ◽  
Kevin Flanigan ◽  
Sarah Colton
Keyword(s):  
Emergent Literacy ◽  
Oral Language ◽  
Intervention Program ◽  
Literacy Intervention ◽  
Literacy Assessment ◽  
Multiple Risk Factors ◽  
Literacy Knowledge ◽  
Oral Language Skills ◽  
Treatment Research ◽  
Literacy Performance

This study determined the relative efficacy of an experimental explicit emergent literacy intervention program for preschoolers experiencing multiple risk factors. Using an alternating treatment research design, children completed two 6-week waves of intervention in small groups; one wave featured the experimental explicit intervention program, whereas the other featured a comparison program. Emergent literacy assessment was conducted at pretest and at the end of each wave. Results indicated significant widespread gains in emergent literacy knowledge over the entire 12-week intervention program; growth was significantly greater during the experimental explicit intervention program compared to the comparison program. An examination of individual differences and intervention outcome showed oral language skills and literacy orientation to predict emergent literacy performance at the end of the program.

The Value of Book Distribution in a Clinic-Based Literacy Intervention Program

2000 ◽  
Vol 39 (9) ◽  
pp. 535-541 ◽  
Author(s):  
V. Faye Jones ◽  
Sofia M. Franco ◽  
Sharon C. Metcalf ◽  
Robert Popp ◽  
Susan Staggs ◽  
...  
Keyword(s):  
Intervention Program ◽  
Literacy Intervention ◽  
Book Distribution

scholarly journals PROGRAMA PARA EL INCREMENTO DE LA EFICIENCIA LECTORA EN ALUMNOS ADOLESCENTES CON BAJA VISIÓN

2016 ◽  
Vol 1 (1) ◽  
pp. 317
Author(s):  
Carlos Manuel Santos Plaza ◽  
Mª Elena Del Campo Adrián
Keyword(s):  
Intervention Program ◽  
Low Vision ◽  
Repeated Reading ◽  
Single Subject ◽  
Combined Model ◽  
Visual Rehabilitation ◽  
Subject Analysis ◽  
Adolescent Students ◽  
Reading Efficiency ◽  
Effective Program

Abstract:This research describes the design and development of an optimization program addressed to improve the reading efficiency of student with low vision, EFILECT. An individualized programme for adolescent students, aged 11 to 18, with moderate or severe low vision. EFILECT allows them to apply an intervention program based on a combined model of procedures like: repeated reading, joint reading and speed reading techniques. EFILECT program has been applied in a study involving 6 students with visual impairment and reading difficulties. The group of students participating in the research have got a significant improvement in the reading efficacy. In this article we performe a single-subject analysis of 3 students. Acording to the results EFILECT appears to be an effective program for some students with visual impairments. Teachers can engage children in programs addressed to implement strategies in an effort to develop automaticity in reading and improve comprehension. However a more in depth research is needed in order to develop and validate programs addressed to implement strategies. These strategies will allow to optimize and minimize the learning efforts.Keywords: Education. Visual rehabilitation. Students with low vision. Reading skills.Resumen:Esta investigación describe el diseño y desarrollo de un programa para incrementar la eficiena lectora de estudiantes con baja visión, EFILECT. Un programa individualizado para estudiantes adolescentes, de 11 a 18 años, con baja visión moderada o severa. EFILECT ha propuesto una intervención basada en la combinación de tres procedimientos: el método de “lecturas repetidas”, la lectura conjunta y las técnicas de lectura rápida. Ha sido aplicado en un estudio con 6 estudiantes con deficiencia visual y dificultades lectoras. El grupo de estudiantes participantes en esta investigación han obtenido una significativo incremento de su eficiencia lectora. En este artículo se realiza un análisis de caso único de tres de los alumnos. De acuerdo a los resultados obtenidos EFILECT es un programa eficiente para algunos de los estudiantes con deficiencia visual. Los profesores pueden utilizar con sus alumnos programas diseñados para implementar estrategias con el objetivo de automatizar la lectura e incrementar la comprensión. No obstante es necesario investigaciones adicionales para desarrollar y validar programas que tengan como objetivo implementar estrategias. Estas estrategias permitirán optimizar y minimizar los esfuerzos de aprendizaje.Palabras clave: Educación. Rehabilitación visual. Alumnos con baja visión. Lectura. Habilidades lectoras.

Effects of Explicit and Non-explicit Versions of an Early Intervention Program Incorporating Indigenous Culture into Kindergarten Literacy Instruction

2012 ◽  
Vol 7 (2) ◽  
Author(s):  
Leslie D. Mackay ◽  
Kent Mcintosh
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Intervention Program ◽  
Development Program ◽  
Indigenous Communities ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Risk Category ◽  
Low Literacy ◽  
Before And After

Abstract Low literacy is a challenge facing Indigenous communities across North America and is an identified barrier to school success. Early literacy intervention is an important target to reduce the discrepancies in literacy outcomes. The Moe the Mouse® Speech and Language Development Program (Gardner & Chesterman, 2006) is a cultural curriculum created to improve the early language skills of students aged three to five, but its effectiveness in improving early literacy skills has yet to be assessed. An enhanced Moe the Mouse® program, created by the first author, integrates explicit instruction in phonological awareness into the Moe the Mouse® program. The purpose of the current study was to evaluate the effectiveness of the two programs. One hundred Kindergarten students at six elementary schools participated in this study. A quasiexperimental pre-post cluster design with three conditions was used. Before and after the program, phonological awareness skills of the students were assessed. Across the intervention, statistically significant differences were found in relation to phonological skills. After the intervention, a statistically significantly smaller proportion of students from the enhanced Moe the Mouse® program fell in the “At Risk” category for later reading difficulties when compared to the other conditions. Additionally, both programs were rated by teachers as socially valid and culturally responsive.

scholarly journals An Exploratory Study of EmergentLiteracy Intervention for Preschool Childrenwith Language Impairments

2008 ◽  
Vol 18 (1) ◽  
Author(s):  
John K McNamara ◽  
Sherri-Leigh Vervaeke ◽  
Jackie Van Lankveld
Keyword(s):  
Preschool Children ◽  
Emergent Literacy ◽  
Exploratory Study ◽  
Intervention Program ◽  
Language Impairments ◽  
Literacy Intervention ◽  
Language Therapy ◽  
Print Awareness ◽  
Specific Language Impairments ◽  
Delivery Models

This exploratory study measured the efficacy of an emergent literacy intervention program designed to support preschool children who have been identifi ed as having specific language impairments. Specifi cally, the study compares two intervention approaches — an experimental emergent literacy intervention and a traditional intervention based on traditional models of language therapy. It was hypothesized that the explicit emergent literacy approach would result in signifi cant gains in phonological and print awareness skills relative to a less structured traditional intervention approach. Results indicated that children in the emergent literacy intervention experienced greater gains in pre-literacy measures. The results hold important implications for service delivery models aimed at supporting preschool children with language impairments.

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