Reading Horizons honored Neshaminy for its renowned
reading intervention program with a blended learning approach (SALT LAKE CITY) March 7, 2017 — Reading Horizons (http://bit.ly/1fm146G), a multisensory curriculum used to rapidly increase...
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 35 years.
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.
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).
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.
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.
As a research - based
reading intervention solution, the
program focuses on engaging and motivating students
with age - appropriate instruction and content that includes real - world relevant, captivating Expedition themes and technology components that support and enhance instruction.
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.
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.
* A
reading intervention program, such as SRA or
Read Naturally, that is systematic and logically sequenced to provide students
with missing phonics to increase fluency and comprehension.
Best practices that I am using are Data Talks
with teachers,
interventions for
reading and math
with teachers and computer
programs, as well as providing an enrichment sessions during lunch.
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With: dyslexia,
intervention, learning disabilities, reading, Reading Programs, reading remediation, Resource Rooms, Response to Intervention, RTI, speci
intervention, learning disabilities,
reading, Reading Programs, reading remediation, Resource Rooms, Response to Intervention, RTI, special ed
reading,
Reading Programs, reading remediation, Resource Rooms, Response to Intervention, RTI, special ed
Reading Programs,
reading remediation, Resource Rooms, Response to Intervention, RTI, special ed
reading remediation, Resource Rooms, Response to
Intervention, RTI, speci
Intervention, RTI, special education
The Fast ForWord
program enables us to provide these students
with an
intervention to help them increase their
reading skills and overall confidence.»
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.
This Act provides per - pupil funding for districts to improve early literacy and creates grant
programs for schools and districts to target
interventions for students
with serious
reading deficiencies (SRDs).
We might also consider his achievement in other school subjects; his history
with other
interventions (for example, a
reading support
program); his affective responses to school; and his parents» observations of his work at home.
Dr. Hasbrouck works
with the McGraw Hill publishers as an author of their «Treasures» and «Wonders»
reading and
intervention programs.
Reading Recovery is an early intervention program the provides children in grade 1 who are struggling most with reading and writing with one - on - one lessons tailored to their needs and provided by a specially trained t
Reading Recovery is an early
intervention program the provides children in grade 1 who are struggling most
with reading and writing with one - on - one lessons tailored to their needs and provided by a specially trained t
reading and writing
with one - on - one lessons tailored to their needs and provided by a specially trained teacher.
(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students
with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior
Intervention Plans (1998) E628: Helping Students
with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students
with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students
with Emotional and Behavioral Disorders (2000) E564: Including Students
with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students
with Severe Disabilities (2002) E609: Public Charter Schools and Students
with Disabilities (2001) E616: Research on Full - Service Schools and Students
with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students
with Disabilities (2002) E585: Special Education in Alternative Education
Programs (1999) E599: Strategic Processing of Text: Improving
Reading Comprehension for Students
with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for
Reading Instruction (1999) E621: Students
with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and
Intervention for Students
with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students
with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students
with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral
Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?
In my experience
with reading intervention in the Houston area, I have found that almost none of the teacher preparation
programs are properly preparing their teachers to teach at - risk children how to
read.
The learnings presented in this report not only point to the efficacy of the e-reader
intervention for improving early grade literacy skills and increasing access to books, but also provide insights towards a way forward that will allow Worldreader and partners to reach more students, in more corners of Ghana and sub-Saharan Africa,
with cost - effective and impactful digital
reading programs.
to include public libraries in early learning
intervention model 2015 Building STEAM
with Día mini-grants available The Dollar General Literacy Foundation awards Youth Literacy grant to ALSC / YALSA ALSC selects more Great Websites for Kids ALSC now accepting applications for 2015 Baker & Taylor Summer
Reading Grant ALSC now accepting applications for 2015 Maureen Hayes Author / Illustrator Award ALSC now accepting applications for 2015 Penguin Young Readers Group Award ALSC now accepting applications for 2015 Bechtel Fellowship ALSC announces winners of 2014 Bound to Stay Bound Books, Melcher Scholarships Registration open for fall 2014 ALSC online courses Ames Public Library awarded 2014 Baker & Taylor Summer
Reading Program Grant ALSC and LEGO Systems partner to create Junior Maker Spaces District of Columbia Public Library chosen as site for the 2015 Arbuthnot Lecture Martin, Stark - Smith awarded Friends of ALSC Institute scholarships ALSC recommends more Great Websites for Kids 2014 ALSC National Institute Early Bird Registration deadline is June 30 2014 «Building a Home Library» bibliographies now available ALSC releases 2014 Summer
Reading Lists ALSC past - president donation to support additional 2014 - 2015 ALSC Spectrum Scholar The 2014 guide to the Newbery and Caldecott awards Medlar elected ALSC 2015 - 2016 president Libraries working to bridge the cultural divide Nation's libraries showcase multicultural resources as uptick in demand for multicultural children's books continues Las bibliotecas de la nación dan a conocer servicios informativos para satisfacer demanda creciente de libros infantiles multiculturales Apply for the Friends of ALSC Institute Scholarship Theme and speakers announced for ALSC Charlemae Rollins» President's
Program New ALSC white paper: «The Importance of Diversity in Library
Programs and Material Collections for Children» ALSC selects popular books for young readers Explore Children's Fairyland at the 2014 ALSC National Institute Tickets available for 2014 Arbuthnot Lecture featuring Andrea Davis Pinkney ALSC invites applications for 2015 Arbuthnot Lecture
with Brian Selznick Every Child Ready to
Read ® for Spanish - Speaking Communities ALSC announces the Día Family Book Club Curriculum Andrea Davis Pinkney to deliver Closing General Session at 2014 ALSC Institute Minnesota, Alabama, Florida libraries win 2014 Bookapalooza
Program ALSC announces 2014 Notable Children's Videos ALSC names 2014 Notable Children's Books ALSC announces 2014 Notable Children's Recordings LGBT Center of Raleigh Library receives 2014 Light the Way Grant ALSC and PLA receive award for Every Child Ready to
Read ® Keene Public Library awarded 2014 Maureen Hayes Award Susan Roman receives 2014 ALSC Distinguished Service Award Kate DiCamillo, Brian Floca win Newbery, Caldecott Medals Brian Selznick to deliver 2015 Arbuthnot Honor Lecture 2014 Batchelder Award honors Enchanted Lion Books For «Mister Orange» Yuyi Morales y Meg Medina ganan premios Pura Belpré Yuyi Morales, Meg Medina win Pura Belpré Awards Paul R. Gagne and Melissa Reilly Ellard win 2014 Carnegie Medal for «Bink & Gollie: Two for One» Greg Pizzoli wins Geisel Award for «The Watermelon Seed» Listening Library wins 2014 Odyssey Award for «Scowler» Susan L. Roth and Cindy Trumbore win 2014 Sibert Medal Steve Sheinkin to present Opening Session at 2014 ALSC Institute ALA offers unlimited virtual seats for ALA Youth Media Awards webcast Every Child Ready to
Read ® named finalist for Opening Minds Innovation Award ALA creates institutional repository ALA to announce the next classics in children's and young adult literature and media
Consider implementing integrated medical home
programs, such as Healthy Steps, Reach Out and
Read, Health Leads, and VIP, in addition to primary care integration
with mental health
interventions such as Incredible Years and Triple P.
The National Center on Intensive
Intervention (NCII) is funded by the Office of Special Education Programs (OSEP) to build capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in reading, mathematics, and behavior for students with severe and persistent learning and / or behav
Intervention (NCII) is funded by the Office of Special Education
Programs (OSEP) to build capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive
intervention in reading, mathematics, and behavior for students with severe and persistent learning and / or behav
intervention in
reading, mathematics, and behavior for students
with severe and persistent learning and / or behavioral needs.
Because pediatricians have nearly universal, relatively frequent and recurring contact
with young children and their families, they are uniquely well positioned to have an impact on developmental outcomes through anticipatory guidance at well - child visits, early developmental screening, practice - based developmental
interventions, community linkage and referral
programs, and advocacy for broader social change to support child development.40 — 44 This study reinforces the potential benefits of practice - based
programs that support parenting and the home learning environment, such as «Reach Out and
Read» and «Healthy Steps for Young Children,» 16,45,46 as well as community - based
programs that help guide families through systems of care for developmental support, like Help Me Grow.47 Efforts to connect pediatric practices
with home visitor and early care and education providers may provide referral opportunities for promoting early brain development.48 — 52
This study examined mother - child shared book
reading behaviors before and after participation in a random - assignment responsive parenting
intervention called Play and Learning Strategies (PALS) that occurred during infancy [now called Play and Learning Strategies - Infant
Program (PALS I)-RSB-, the toddler - preschool [now called Play and Learning Strategies - Toddler / Preschool
Program (PALS II)-RSB- period, or both, as compared
with a developmental assessment (DAS)
intervention (DAS I and / or II).
From a total of 19 schools, the three or four most similar schools were identified within each of the five urban areas and randomly assigned to one of three conditions were 1) GBG, 2) the Mastery Learning (ML)
program (designed to improve poor
reading achievement), and 3) an external control condition
with no experimental
intervention.
An evaluation of the long - term impact of the Chicago Child - Parent Centers, for example, showed that children attending the
program for a full day scored better on measures of social - emotional development, math and
reading skills, and physical health than similar children attending the
program part day.Arthur Reynolds et al. «Association of a Full - Day vs. Part - Day Preschool
Intervention with School Readiness, Attendance, and Parent Involvement,» JAMA 312, no. 20 (2014): 2126 — 2134.