Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students
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| Title: | Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students |
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| Language: | English |
| Authors: | Council, Morris R, III, Cartledge, Gwendolyn, Green, DeLayna, Barber, Mariah, Ralph, Gardner, III |
| Source: | Grantee Submission. Aug 2016 41(4):241-257. |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2016 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A120103 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Observation, Educational Technology, Student Attitudes, Questionnaires, At Risk Students, Reading Skills, Reading Tests, Emergent Literacy, Reading Fluency, Culturally Relevant Education, Program Effectiveness, Females, Social Behavior, Computer Assisted Instruction, Reading Instruction, Intervention, Elementary School Students, Urban Schools, Grade 2, Grade 1, Generalization, Computer Software |
| Abstract: | This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories intervention utilized culturally relevant reading passages for repeated readings delivered through computer software to increase the reading fluency of the young learners. Single-subject data collection procedures (AB designs) were used to measure student performance in reading and behavior during the intervention. Reading and behavioral outcomes improved following implementation of the intervention for all three participants. The benefits of systematic, intensive, and culturally relevant intervention to reduce risk in beginning learners are discussed. [This article was published in "Behavioral Disorders" (EJ1113091).] |
| Abstractor: | As Provided |
| Number of References: | 50 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| Accession Number: | ED577017 |
| Database: | ERIC |
| Abstract: | This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories intervention utilized culturally relevant reading passages for repeated readings delivered through computer software to increase the reading fluency of the young learners. Single-subject data collection procedures (AB designs) were used to measure student performance in reading and behavior during the intervention. Reading and behavioral outcomes improved following implementation of the intervention for all three participants. The benefits of systematic, intensive, and culturally relevant intervention to reduce risk in beginning learners are discussed. [This article was published in "Behavioral Disorders" (EJ1113091).] |
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