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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
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
FullText Links:
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  Availability: 0
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  Data: Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students
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  Data: <searchLink fieldCode="AR" term="%22Council%2C+Morris+R%2E%2C+III%22">Council, Morris R., III</searchLink><br /><searchLink fieldCode="AR" term="%22Cartledge%2C+Gwendolyn%22">Cartledge, Gwendolyn</searchLink><br /><searchLink fieldCode="AR" term="%22Green%2C+DeLayna%22">Green, DeLayna</searchLink><br /><searchLink fieldCode="AR" term="%22Barber%2C+Mariah%22">Barber, Mariah</searchLink><br /><searchLink fieldCode="AR" term="%22Gardner%2C+Ralph%2C+III%22">Gardner, Ralph, III</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Behavioral+Disorders%22"><i>Behavioral Disorders</i></searchLink>. Aug 2016 41(4):241-257.
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  Data: 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
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– Name: Abstract
  Label: Abstract
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  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 241
    Subjects:
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Social Behavior
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Generalization
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
        Type: general
    Titles:
      – TitleFull: Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students
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