國立虎尾科技大學 |

Effects of Reading Intervention Programs on Academically At-Risk Middle School Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Effects of Reading Intervention Programs on Academically At-Risk Middle School Students./
作者:	Mott, Kendra.
面頁冊數:	1 online resource (96 pages)
附註:	Source: Masters Abstracts International, Volume: 84-11.
Contained By:	Masters Abstracts International84-11.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798379504434

Effects of Reading Intervention Programs on Academically At-Risk Middle School Students.
Mott, Kendra.

Effects of Reading Intervention Programs on Academically At-Risk Middle School Students. - 1 online resource (96 pages)

Source: Masters Abstracts International, Volume: 84-11.

Thesis (Ed.S.)--Austin Peay State University, 2023.

Includes bibliographical references

This study attempted to determine whether the Spirals Educational Curriculum (SEC) and Wilson Reading System (WRS) were effective methods of improving reading deficiencies in struggling middle school students assigned to Response to Intervention and Instruction (RTI2) programs. After an extensive review of the current research and literature, this researcher developed a quantitative study to analyze the effectiveness of these two remedial reading programs on fourth through eighth graders. The study consisted of two predetermined groups assigned to RTI2 based on pretest scores from AIMSweb. The groups were accepted intact as an identified remedial reading population scoring in the lowest quartile on the county-wide universal screener, AIMSweb. Test subjects were derived from the three existing middle schools located within a rural community in Tennessee. This population was tracked throughout the majority of the school year to determine if academic gains were made due to placement in one of two remedial reading programs (SEC or WRS). To test the theory that readers who may be at risk of academic failure, would benefit from participation in RTI2 remedial reading programs, research questions, and null hypotheses were developed, data were collected and subjected to analysis through a series of t tests. Based on the results of these analyses, conclusions were drawn and predictions made.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379504434Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Phonological awarenessIndex Terms--Genre/Form:

554714
Electronic books.

Effects of Reading Intervention Programs on Academically At-Risk Middle School Students.
LDR:02815ntm a22004097 4500 001 1143086
005 20240513060754.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379504434
035 $a (MiAaPQ)AAI30417799
035 $a AAI30417799
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Mott, Kendra. $3 1467665
245 1 0 $a Effects of Reading Intervention Programs on Academically At-Risk Middle School Students.
264 0 $c 2023
300 $a 1 online resource (96 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 84-11.
500 $a Advisor: Barnes, Zachary.
502 $a Thesis (Ed.S.)--Austin Peay State University, 2023.
504 $a Includes bibliographical references
520 $a This study attempted to determine whether the Spirals Educational Curriculum (SEC) and Wilson Reading System (WRS) were effective methods of improving reading deficiencies in struggling middle school students assigned to Response to Intervention and Instruction (RTI2) programs. After an extensive review of the current research and literature, this researcher developed a quantitative study to analyze the effectiveness of these two remedial reading programs on fourth through eighth graders. The study consisted of two predetermined groups assigned to RTI2 based on pretest scores from AIMSweb. The groups were accepted intact as an identified remedial reading population scoring in the lowest quartile on the county-wide universal screener, AIMSweb. Test subjects were derived from the three existing middle schools located within a rural community in Tennessee. This population was tracked throughout the majority of the school year to determine if academic gains were made due to placement in one of two remedial reading programs (SEC or WRS). To test the theory that readers who may be at risk of academic failure, would benefit from participation in RTI2 remedial reading programs, research questions, and null hypotheses were developed, data were collected and subjected to analysis through a series of t tests. Based on the results of these analyses, conclusions were drawn and predictions made.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Reading instruction. $3 1148440
650 4 $a Middle school education. $3 1148691
653 $a Phonological awareness
653 $a Reading comprehension
653 $a Reading disability
653 $a RTI
653 $a Struggling readers
653 $a Tier-based reading models
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0535
690 $a 0450
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Austin Peay State University. $b Education. $3 1467666
773 0 $t Masters Abstracts International $g 84-11.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30417799 $z click for full text (PQDT)