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Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention

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Title: Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention
Language: English
Authors: Bennett, Jessica, Gardner, Ralph, III, Cartledge, Gwendolyn, Ramnath, Rajiv, Council, Morris R., III
Source: Grantee Submission. 2017 40(2):145-186.
Peer Reviewed: Y
Page Count: 42
Publication Date: 2017
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A120103
Document Type: Journal Articles
Reports - Research
Education Level: Grade 2
Primary Education
Elementary Education
Early Childhood Education
Descriptors: Grade 2, Elementary School Students, Intervention, Reading Fluency, Culturally Relevant Education, Reading Comprehension, Oral Reading, Computer Assisted Instruction, Reading Tests, African American Students, Urban Schools, Reading Programs, Program Effectiveness, Educational Technology, Comparative Analysis, Repetition, Reading Materials, Pretests Posttests, Emergent Literacy
Assessment and Survey Identifiers: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Abstract: This study investigated the effects of a multicomponent, supplemental intervention on the reading fluency of second-grade African-American urban students who showed reading and special education risk. The packaged intervention combined repeated readings and culturally relevant stories, delivered through a novel computer software program to enhance oral reading fluency and comprehension. A concurrent multiple probe experimental design across seven participants was used to assess intervention effects. Results showed a positive effect on both practiced and novel passages during intervention and on the 2-week and 1-month maintenance probes. Further, reading growth rates for the participants exceeded the growth rates for comparison peers on AIMSweb assessments. This study supports previous research on the beneficial effects of repeated reading strategies and computer delivered instruction. The link between fluency and comprehension was further supported in these findings. The possible relative effects of the use of culturally relevant material as well as study limitations are discussed. [This report was published in "Education and Treatment of Children" (EJ1145196).]
Abstractor: As Provided
Number of References: 80
IES Funded: Yes
Entry Date: 2017
Accession Number: ED577018
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention
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  Data: <searchLink fieldCode="AR" term="%22Bennett%2C+Jessica%22">Bennett, Jessica</searchLink><br /><searchLink fieldCode="AR" term="%22Gardner%2C+Ralph%2C+III%22">Gardner, Ralph, III</searchLink><br /><searchLink fieldCode="AR" term="%22Cartledge%2C+Gwendolyn%22">Cartledge, Gwendolyn</searchLink><br /><searchLink fieldCode="AR" term="%22Ramnath%2C+Rajiv%22">Ramnath, Rajiv</searchLink><br /><searchLink fieldCode="AR" term="%22Council%2C+Morris+R%2E%2C+III%22">Council, Morris R., III</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2017 40(2):145-186.
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  Data: Y
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  Data: 42
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2017
– Name: SourceSuprt
  Label: Sponsoring Agency
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  Data: Institute of Education Sciences (ED)
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  Data: R324A120103
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Reading%22">Oral Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Repetition%22">Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Materials%22">Reading Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink>
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  Label: Assessment and Survey Identifiers
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated the effects of a multicomponent, supplemental intervention on the reading fluency of second-grade African-American urban students who showed reading and special education risk. The packaged intervention combined repeated readings and culturally relevant stories, delivered through a novel computer software program to enhance oral reading fluency and comprehension. A concurrent multiple probe experimental design across seven participants was used to assess intervention effects. Results showed a positive effect on both practiced and novel passages during intervention and on the 2-week and 1-month maintenance probes. Further, reading growth rates for the participants exceeded the growth rates for comparison peers on AIMSweb assessments. This study supports previous research on the beneficial effects of repeated reading strategies and computer delivered instruction. The link between fluency and comprehension was further supported in these findings. The possible relative effects of the use of culturally relevant material as well as study limitations are discussed. [This report was published in "Education and Treatment of Children" (EJ1145196).]
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Ref
  Label: Number of References
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  Data: 80
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  Data: 2017
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  Data: ED577018
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED577018
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 42
        StartPage: 145
    Subjects:
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Reading Tests
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      – SubjectFull: African American Students
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      – SubjectFull: Urban Schools
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      – SubjectFull: Reading Programs
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Educational Technology
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Repetition
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      – SubjectFull: Reading Materials
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
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    Titles:
      – TitleFull: Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention
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            NameFull: Bennett, Jessica
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            NameFull: Gardner, Ralph, III
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              Y: 2017
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              Value: 40
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