Preventing Summer Reading Slide: Examining the Effects of Two Computer-Assisted Reading Programs

2020 ◽  
Vol 39 (3) ◽  
pp. 116-127
Author(s):  
Sekhar S. Pindiprolu ◽  
Lori J. Marks
Keyword(s):  
Phonemic Awareness ◽  
Low Socioeconomic Status ◽  
Reading Fluency ◽  
Oral Reading ◽  
Reading Programs ◽  
Computer Assisted ◽  
Learning Loss ◽  
Reading Levels ◽  
Low Socioeconomic ◽  
Summer Reading

Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources. Furthermore, students from low socioeconomic status (SES) households and those who have disabilities exhibit greater learning loss during the summer break. This exploratory study examined the effects of two parent-implemented computer-based reading programs on the reading skills of 20 students at-risk for reading failure during a summer break. Parental and students’ perceptions regarding the effectiveness and desirability of the programs were elicited. Results suggested that both programs facilitated gains in phonemic awareness and phonics. Furthermore, students in the Funnix group exhibited large gains in vocabulary and oral reading fluency, and the students in the PLATO group exhibited large gains in comprehension. Most of the students indicated they liked the programs and the programs helped them read. Similarly, most of the parents agreed that the programs were useful, and they were comfortable using the programs. A description of the computer programs, results, implications, and limitations of the study are discussed.

‘Mind the Gap’: Effective Literacy Instruction for Indigenous Low-Progress Readers

2010 ◽  
Vol 34 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Kevin Wheldall ◽  
Robyn Beaman ◽  
Elizabeth Langstaff
Keyword(s):  
Low Socioeconomic Status ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Remedial Reading ◽  
Low Socioeconomic ◽  
Reading Accuracy ◽  
Aboriginal Students ◽  
Single Word Reading

AbstractA large gap is evident between the reading and related skills performance of Aboriginal students compared with that of their nonindigenous peers and this gap increases over the primary years of schooling. In this study, 34 students attended a tutorial centre in Sydney for older low-progress readers in Years 5 and 6, for two school terms. All students were referred by their schools on the basis of their reading difficulty and low socioeconomic status. The parents of 14 of these students self-identified as being Aboriginal. All students received an intensive, systematic skills-based remedial reading and spelling program (mornings only) and were assessed on a battery of literacy measures both prior to and following the two term intervention. The pre and posttest raw scores on all measures were analysed to determine the efficacy of the program. The group as a whole made large and highly significant gains on all measures of reading accuracy, comprehension, single word reading, nonword reading, spelling and oral reading fluency. There were no significant differences in gain between the two subgroups indicating that the program of instruction was equally beneficial for both Aboriginal and non-Aboriginal students.

Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention

2018 ◽  
Vol 21 ◽  
Author(s):  
Patricia Crespo ◽  
Juan E. Jiménez ◽  
Cristina Rodríguez ◽  
Doris Baker ◽  
Yonghan Park
Keyword(s):  
At Risk ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
Oral Reading ◽  
Group Intervention ◽  
Longitudinal Design ◽  
First Grade ◽  
Control Group ◽  
Tier 2 ◽  
Variance Explained

AbstractThe present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School

2016 ◽  
Vol 50 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Joanna A. Christodoulou ◽  
Abigail Cyr ◽  
Jack Murtagh ◽  
Patricia Chang ◽  
Jiayi Lin ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Reading Disabilities ◽  
Intervention Group ◽  
Control Group ◽  
Summer Reading ◽  
Pseudoword Reading ◽  
Intensive Reading

Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6–9) were randomly assigned to receive Lindamood-Bell’s Seeing Stars program ( n = 23) as an intervention or to a waiting-list control group ( n = 24). Analysis of pre- and posttesting revealed significant interactions in favor of the intervention group for untimed word and pseudoword reading, timed pseudoword reading, oral reading fluency, and symbol imagery. The interactions mostly reflected (a) significant declines in the nonintervention group from pre- to posttesting, and (2) no decline in the intervention group. The current study offers direct evidence for widening differences in reading abilities between students with RD who do and do not receive intensive summer reading instruction. Intervention implications for RD children are discussed, especially in relation to the relevance of summer intervention to prevent further decline in struggling early readers.

Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)

2021 ◽  
Vol 17 (1) ◽  
pp. 207
Author(s):  
Hasimah Ja’afar ◽  
Wan Mazlini Othman ◽  
Hema Vanita Kesevan ◽  
Budi M.S
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Rural Students ◽  
Computer Assisted ◽  
Single Subject ◽  
Word Decoding ◽  
Reading Accuracy

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at   96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can  now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency.  The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent.   Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)

scholarly journals Processing Factors, Academic Discourse, and Local and Global Comprehension

2013 ◽  
Vol 15 (2) ◽  
pp. 56 ◽  
Author(s):  
Stephen B Kucer
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Fourth Grade ◽  
Academic Discourse ◽  
Reading Levels ◽  
Scientific Discourses ◽  
Reading Inventory ◽  
The Relationship ◽  
Processing Factors

The relationship among processing factors and the comprehension of literary and scientific discourses of fourth grade readers was examined. With one exception, a different matrix of processing behaviors were associated with the recall within the two disciplinary discourses.  However, clauses read in a manner than maintained the author’s meaning, regardless of the existence of miscues, were positively correlated with local and global levels of comprehension on both discourse types.  Interestingly, words read per minute, accuracy, reading levels as determined by the Qualitative Reading Inventory, and oral reading fluency as determined by DIBELS were unrelated to strong retellings.

scholarly journals Effects of a computer based beginning reading program on young children

2008 ◽  
Vol 24 (3) ◽  
Author(s):  
Tara Watson ◽  
Kerry Hempenstall
Keyword(s):  
Phonemic Awareness ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Intervention Group ◽  
Reading Program ◽  
Kindergarten Students ◽  
Word Decoding ◽  
Computer Based ◽  
Letter Sound

<span>This study was an evaluation of a parent delivered, computer based beginning reading program with a group of 15 Kindergarten and Grade 1 students. Completing the </span><em>Funnix</em><span> program at home through a CD copy was expected to produce educationally and statistically significant improvements in phonemic awareness, letter-sound fluency, non-word decoding skills, and oral reading fluency, when compared to the outcomes for a similar group of 16 students in a wait list comparison group. Data were analysed using univariate analyses of covariance incorporating effect sizes. Statistically significant treatment effects were found for Kindergarten students in the intervention group on letter-sound fluency, oral reading fluency, non-word decoding, and phonemic awareness skills. Grade 1 students in the intervention group demonstrated significant improvement over time on letter-sound fluency, letter-name knowledge, non-word decoding and oral reading fluency; however, these improvements were not significantly greater than those for the Grade 1 comparison group. It was concluded that Kindergarten students gained the most benefits, and that at risk students may represent a fruitful target audience.</span>

scholarly journals Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress

2019 ◽  
Author(s):  
Jonathan M. B. Stern ◽  
Benjamin Piper
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
The United States ◽  
Reading Programs ◽  
Effect Sizes ◽  
Program Outcomes ◽  
Middle Income ◽  
Middle Income Countries ◽  
Low And Middle Income

This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.

Reading Rescue: An Effective Tutoring Intervention Model for Language-Minority Students Who Are Struggling Readers in First Grade

2007 ◽  
Vol 44 (2) ◽  
pp. 414-448 ◽  
Author(s):  
Linnea C. Ehri ◽  
Lois G. Dreyer ◽  
Bert Flugman ◽  
Alan Gross
Keyword(s):  
Struggling Readers ◽  
Low Socioeconomic Status ◽  
Group Intervention ◽  
First Graders ◽  
First Grade ◽  
Language Minority ◽  
Intervention Model ◽  
Language Minority Students ◽  
Reading Levels ◽  
Low Socioeconomic

The Reading Rescue tutoring intervention model was investigated with 64 low–socioeconomic status, language-minority first graders with reading difficulties. School staff provided tutoring in phonological awareness, systematic phonics, vocabulary, fluency, and reading comprehension. Tutored students made significantly greater gains reading words and comprehending text than controls, who received a small-group intervention (d = 0.70) or neither intervention (d = 0.74). The majority of tutored students reached average reading levels whereas the majority of controls did not. Paraprofessionals tutored students as effectively as reading specialists except in skills benefiting nonword decoding. Paraprofessionals required more sessions to achieve equivalent gains. Contrary to conventional wisdom, results suggest that students make greater gains when they read text at an independent level than at an instructional level.

Sign in / Sign up

Export Citation Format

Share Document