Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention
Saved in:
| Title: | Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention |
|---|---|
| Language: | English |
| Authors: | Bennett, Jessica G., Gardner, Ralph, III, Cartledge, Gwendolyn, Ramnath, Rajiv, Council, Morris R., III |
| Source: | Education and Treatment of Children. 2017 40(2):145-186. |
| Availability: | West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php |
| Peer Reviewed: | Y |
| Page Count: | 41 |
| 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: | African American Students, Grade 2, Elementary School Students, Urban Schools, Reading Programs, Reading Fluency, Program Effectiveness, Computer Assisted Instruction, Educational Technology, Culturally Relevant Education, Intervention, Reading Comprehension, Comparative Analysis, Oral Reading, Repetition, Reading Materials, Reading Tests, Emergent Literacy, Pretests Posttests |
| Assessment and Survey Identifiers: | Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
| ISSN: | 0748-8491 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 80 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| Accession Number: | EJ1145196 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0748-8491 |
