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, Gardner, Ralph, III |
| Source: | Behavioral Disorders. Aug 2016 41(4):241-257. |
| Availability: | Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications/behavioraldisorders |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2016 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A120103 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 1 Primary Education Elementary Education Early Childhood Education Grade 2 |
| Descriptors: | At Risk Students, Grade 1, Grade 2, Urban Schools, Elementary School Students, Intervention, Reading Instruction, Computer Assisted Instruction, Social Behavior, Females, Program Effectiveness, Culturally Relevant Education, Computer Software, Reading Fluency, Emergent Literacy, Reading Tests, Generalization, Reading Skills, Questionnaires, Student Attitudes, Educational Technology, Observation |
| Assessment and Survey Identifiers: | Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
| ISSN: | 0198-7429 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 50 |
| IES Funded: | Yes |
| Entry Date: | 2016 |
| Accession Number: | EJ1113091 |
| 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. |
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| ISSN: | 0198-7429 |
