Sentences with phrase «of reading intervention programs»

Inconsistent and contrasting research into the efficacy of reading intervention programs underscores the need to conduct further research dedicated to identifying effective or ineffective variables associated with learning online.

A combination of theories can be used to conduct an investigation into the efficacy of a reading intervention program using computer - assisted technology, such as Scholastic's Read 180 program.

First - grade teacher Lori Streater works with fourth - grade students Preston Gibbs, Donavan Parker, Talena Rodriguez, Quintasa Toles and Keirri McCormick as part of the reading intervention program at Wewoka Elementary.

To address this problem, Grills and Vaughn conducted a pilot study examining the effects of a reading intervention program that featured strategies for reducing anxiety.

Not exact matches

It may be that part of what produces positive results in health - based interventions like the Nurse - Family Partnership, or read - with - your - kids programs, or even the Jamaican experiment, is that they involve home visitors urging parents to play and read and talk more with their infants — to engage in more serve - and - return moments, in other words — and those up - close parental interactions may have the effect of promoting secure attachment, even if attachment was not the intended target of the intervention.

In hopes of identifying factors that influence children's responses to reading interventions, the MIT team set up two summer schools based on a program known as Lindamood - Bell.

The third intervention was reported to have boosted math achievement by less than half the amount of the reading gain from the D.C. voucher program.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

This past September he did, which allowed him to begin phase one of Project READS (Reading Enhances Achievement During the Summer), a reading intervention program for low - inReading Enhances Achievement During the Summer), a reading intervention program for low - inreading intervention program for low - income...

This past September he did, which allowed him to begin phase one of Project READS (Reading Enhances Achievement During the Summer), a reading intervention program for low - income children in North CaReading Enhances Achievement During the Summer), a reading intervention program for low - income children in North Careading intervention program for low - income children in North Carolina.

Her program of research, conducted at MIT in the Gabrieli Lab and at MGH Institute of Health Professions, focuses on brain and behavior correlates of development, difficulties, and intervention effects for reading.

The ineffectiveness of remediation has prompted studies of prevention and early intervention, which together might reduce the number of children who eventually qualify as reading disabled or who require literacy services through federally mandated Title I programs.

One of the founders of the Quasset program 36 years ago was Irene Wheeler, a former third - grade teacher who now is a reading intervention teacher for grades 3 and 4.

This year, it is attacking the adolescent literacy issue on several fronts: developing a diagnostic assessment to determine the kind of reading intervention individual students need; an academiclanguage building program called WordGeneration; analyzing data to see which programs work well in the schools; and a remedial reading course for eighth - and ninth - grade students reading at the third - grade level or below.

In one, researchers examined how SEL intervention programs (such as social skills training, parent training with home visits, peer coaching, reading tutoring, and classroom social - emotional curricula) for kindergarten students impacted their adult lives, and found that these programs led to 10 % (59 % vs. 69 % for the control group) fewer psychological, behavioral, or substance abuse problems at the age of 25 (Dodge et al., 2014).

This 20 - year randomized controlled trial examined the impact of social and emotional intervention programs (such as social skills training, parent behavior - management training with home visiting, peer coaching, reading tutoring, and classroom social - emotional curricula) for 979 high - risk students in kindergarten.

Recognizing that there will always be children at risk for reading failure, the book also suggests ways of identifying those students, along with strategies and programs for early intervention.

In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations.

But at Northwest High School in Hughesville, Missouri, a determined community of educators, students, and parents implemented a reading assessment and intensive intervention program -LSB-...]

This presentation will share best practices for fostering literacy skills in students who struggle, and will explore how to select a reading intervention program that will take your struggling readers to new levels of literacy success.

The costly, much - loved, completely out of fashion reading intervention program that was boxed out of Reading First and that most districts can't afford even if they wanreading intervention program that was boxed out of Reading First and that most districts can't afford even if they wanReading First and that most districts can't afford even if they wanted to.

The program is a five - year initiative to build a web - based screening tool that diagnoses reading problems before kids can even read, and to develop a set of home and school interventions that personalize literacy support for kids, parents, and teachers.

For instance, I directed a national Head Start Quality Research Center; created a program, Dialogic Reading (which is a widely used and effective intervention for enhancing the language development and book knowledge of young children from low - income families); and authored an assessment tool, the Get Ready to Read Screen, that has become a staple of early intervention program evaluation.

[vii] The randomized evaluation of the i3 - funded scale up of Reading Recovery found quite large short - run impacts of the program at scale (0.3 - 0.4 standard deviation improvement from participation in the 12 - 20 week intervention).

The other 2 schools in this group of 8 had implemented early reading interventions without schoolwide reform of their reading program.

None was a widely implemented, nationally disseminated reading intervention program or even a component of a nationally disseminated schoolwide reform program.

The experiences stand in contrast to a national push (e.g., the 17 programs listed in the Comprehensive School Reform Demonstration Program legislation; see Herman, 1999) for off - the - shelf reading intervention programs and school reform models (American Federation of Teachers, 1997; Herman & Stringfield, 1997; Slavin & Fashola, 1998; Wang, Haertel, & Walberg, 1998).

Used in thousands of schools across the country, Reading Mastery has been a successful reading intervention program with a wide range of students, including significantly at - risk populations, for more than 35Reading Mastery has been a successful reading intervention program with a wide range of students, including significantly at - risk populations, for more than 35reading intervention program with a wide range of students, including significantly at - risk populations, for more than 35 years.

The SPARK Early Literacy program is a research - based, early reading intervention effort in grades K - 2, developed by the Boys & Girls Clubs of Greater Milwaukee.

Personnel from all projects studied stressed the importance of having a staff member whose primary role is the work associated with implementing the early reading intervention program.

This action increases the state share of Early Reading Intervention program funding by $ 2.1 million in fiscal year 2013.

Interventions include those Read more about Dozens of Arts Programs Could Receive Funding Under Federal Education Law -LSB-...]

In addition to the district - adopted reading program, Taft assesses the proficiency of all students and, if necessary, assigns students to one of three different reading interventions that provide different approaches to literacy learning.

Reading intervention services may include the use of: special reading teachers; trained aides; volunteer tutors under the supervision of a certified teacher; computer - based reading tutorial programs; aides to instruct in - class groups while the teacher provides direct instruction to the students who need extra assistance; and extended instructional time in the school day or school year for these stReading intervention services may include the use of: special reading teachers; trained aides; volunteer tutors under the supervision of a certified teacher; computer - based reading tutorial programs; aides to instruct in - class groups while the teacher provides direct instruction to the students who need extra assistance; and extended instructional time in the school day or school year for these streading teachers; trained aides; volunteer tutors under the supervision of a certified teacher; computer - based reading tutorial programs; aides to instruct in - class groups while the teacher provides direct instruction to the students who need extra assistance; and extended instructional time in the school day or school year for these streading tutorial programs; aides to instruct in - class groups while the teacher provides direct instruction to the students who need extra assistance; and extended instructional time in the school day or school year for these students.

The intervention program should be run by a reading specialist or certified teacher and could be held during an «8th hour,» or an immediate extension of the school day running every day.

Over a 30 - year period, researchers followed two groups of children — one enrolled at the center; the other from randomly selected early childhood intervention programs — and found that those who took part in the center's field trips and focused reading and math instruction were more likely to get a college degree than their peers who did not.

Reading Recovery, as a specific intervention program, is probably the most notable example in the field of reading, but it is not alone in this Reading Recovery, as a specific intervention program, is probably the most notable example in the field of reading, but it is not alone in this reading, but it is not alone in this regard.

We used this technology not just as an intervention, but also as a component of our general reading program to ensure all students were being monitored for progress and taught at the pace that best suited them.

DES offers reading intervention, a school - wide enrichment program, and special education services to meet the needs of all children.

Ralph Smith, managing director of the Campaign for Grade - Level Reading, a collaborative effort of political, education, business and advocacy leaders to close the nation's literacy gap, said «We shouldn't be at all surprised by the NAEP scores... we can point to nothing substantial in terms of interventions or programs that would have made that number different.»

Jataun Austin, Paraprofessional Jon Bacal, Chief Entrepreneurship Officer Hannah Bech, Americorps VISTA Community Engagement Specialist Reva Berman, Middle School Special Education Teacher Brittany Boegel, 6th Grade STEM Teacher Desmond Brooks, Maker Teacher Alexei Casselle, Paraprofessional Clara Catalan, Enrollment & Operations Coordinator Yesenia Cuadra, Paraprofessional Derek Davidson, High School Dean of Instruction & Reading Teacher Dawna Diamon, Middle School Special Education Teacher John Dietzen, Social Worker Shannon Durphy, Paraprofessional CJ Ellsworth, High School Math Teacher Erik Erickson, Paraprofessional Marques Fondren, Paraprofessional Corey George, Paraprofessional Katie Green, 6th Grade Humanities Teacher Michelle Harris, Paraprofessional Megan Hartman, Youth Program Manager Marcus Heidelberg, Paraprofessional Travis Heidelberg, Student Support Liaison Margaret Holland, High School Partnership Coordinator Jamaal Jarmon, Paraprofessional Anne Keroff, High School Special Education Teacher Chris Keller, Paraprofessional Levi Kotas, Paraprofessional Jessica Loper, 8th Grade STEM Teacher Alex Mingus, Paraprofessional Anne Molitor, Middle School Special Education Teacher Deris Morgan, Paraprofessional Kerry Muse, School Leader / Chief Learning Officer Peter Pisano, High School Social Studies Teacher Danika Ragnhild, Paraprofessional Sarah Reschovsky, 7th Grade STEM Teacher Carlos Rivera, Middle School Special Education Teacher Luis Rodriguez, Middle School Special Education Teacher Jose Ruiz, Paraprofessional Amanda Salden, Paraprofessional Brian Shephard, 7th Grade Humanities Teacher Heidi Smith, High School Science Teacher Jacob Smith, ESL Teacher Troy Strand, Maker Teacher Dexter Summers, 6th Grade Deeper Literacy / Culture Teacher Stephanie Tofte, Intervention Specialist Paraprofessional Carlos Torres, Recruitment Specialist Bre Vollrath, Middle School Dean of Instruction Mike Warner, Dean of Culture Elise Wehrman, Operations Director Lee Wright, 8th Grade Humanities Teacher

Background Thirty - seven Reading Recovery teachers from different schools in 14 states submitted the names of two at - risk first - grade students to a Web - based program for random assignment to first - or second - round Reading Recovery service, and submitted data on those students across the school year that allowed comparison of at - risk students with and without intervention services.

The two sub-groups of students who showed the most improvement in reading were students for which federal government intervention is the least justifiable: students who did not come from SINI schools and students who were in the top two - thirds of the test - score distribution when they entered the Program.

A targeted intervention program, Elements of Reading * builds the broad oral vocabulary essential for future reading proficiency using authentic read - aloud liteReading * builds the broad oral vocabulary essential for future reading proficiency using authentic read - aloud litereading proficiency using authentic read - aloud literature.

Ben Weisner, a Read Naturally Senior Relationship Manager, provides an overview of our cloud - based reading intervention program,

As previously mentioned, the children in the larger program ranged in age from preschool to second grade, and many selected for tutoring were either receiving or were wait - listed for Reading Recovery interventions at some of the schools.

Dr. Klein Friedman has served New York City students since the mid 1970s as a teacher of special education and reading in elementary, middle and high schools; staff development trainer; principal; director of literacy and social studies; regional director of academic intervention services and local instructional superintendent; director of secondary school reform, director of academic intervention services, director of a Supplemental Educational Services program internal to the New York City Department of Education (NYCDOE); interim superintendent; and currently as executive director of literacy and academic intervention services at NYCDOE.

Models such as the America Reads program, Reading Recovery, and Success for All lay the foundation for nationwide acceptance of research - based one - on - one tutoring as a valid intervention tool.

Prior to joining the founding team of Envision Learning Partners she oversaw a highly successful reading intervention program at all three Envision Schools.

Limited English Proficient Intervention: Effects of a Summer Program in Reading and Mathematics.