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 |
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