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Reading Well : = Using Read Well to Effectively Intervene for Students With Disabilities.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Reading Well :/
Reminder of title:	Using Read Well to Effectively Intervene for Students With Disabilities.
Author:	Pitcher, Chelsea B.
Description:	1 online resource (152 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
Subject:	Educational evaluation. -
Online resource:	click for full text (PQDT)
ISBN:	9798382224862

Reading Well : = Using Read Well to Effectively Intervene for Students With Disabilities.
Pitcher, Chelsea B.

Reading Well :Using Read Well to Effectively Intervene for Students With Disabilities. - 1 online resource (152 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

Thesis (D.Ed.)--Indiana Wesleyan University, 2024.

Includes bibliographical references

This exploratory case study was conducted to evaluate the effectiveness of Voyager Sopris' Read Well program when implemented as a reading intervention in elementary self-contained special education classrooms. This research expands on previous research investigating the implementation of the Read Well with target populations, including those considered English language learners, at-risk, or students with learning disabilities. The research questions were constructed to determine if the implementation of Read Well would result is statistically significant different scores between student pre- and post-tests. This research also evaluated teacher perceptions when comparing data before and after implementing Read Well in elementary special education self-contained classrooms. Two participating self-contained classrooms with two teachers and five students participated in the study. The research was conducted in a district in southeastern Michigan. Data was gathered from one female and four male students in second through fifth-grade. All five students with disabilities receive special education instruction in a self-contained classroom. All data was coded for confidentiality. Teachers' perceptions of providing instruction to students with disabilities were investigated through a mixed-methods survey conducted before and after implementation. Qualitative data was analyzed for themes. The pre- and post-student and teacher quantitative data were used to determine if a significant difference existed following the implementation of Read Well as a reading intervention. The findings of this study indicate that Read Well is an effective intervention tool for increasing students' decoding and fluency skills. Findings of teacher perceptions and the impact on students' comprehension were mixed or non-conclusive.

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

Mode of access: World Wide Web

ISBN: 9798382224862Subjects--Topical Terms:

555501
Educational evaluation.
Subjects--Index Terms:

ComprehensionIndex Terms--Genre/Form:

554714
Electronic books.

Reading Well : = Using Read Well to Effectively Intervene for Students With Disabilities.
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