Literaturnachweis - Detailanzeige
| Autor/inn/en | Bruce, Carolyn; Snodgrass, Donna; Salzman, James A. |
|---|---|
| Titel | A Tale of Two Methods: Melding Project Read and Guided Reading To Improve At-Risk Students' Literacy Skills. |
| Quelle | (1999), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Grade 1; High Risk Students; Instructional Effectiveness; Primary Education; Reading Comprehension; Reading Improvement; Vocabulary Development; Word Recognition; Writing Improvement |
| Abstract | The study was undertaken to determine whether this particular melding of two independently successful programs, Project Read and Guided Reading, could complement each other as intervention strategies in helping at-risk students develop literacy skills. Subjects were 11 first-grade students identified as "at-risk" of learning to read by their previous year's teachers. All were in the same first grade, inclusive classroom. Initial scores on Clay's Observational Survey (1993) placed all students below the fourth stanine on four tests of literacy skills: writing vocabulary, sentence dictation, word recognition, and text level comprehension. The results from the post-intervention assessments indicate student gains are significant (p <.001) in all four areas assessed. In addition, students have been observed using Project Read strategies, such as "pounding out" words or "fingerspelling" sounds; these have appeared to be especially useful for several students who may eventually be placed in a learning disabilities class. End-of-year assessment results appear to indicate that using both Guided Reading and Project Read with at-risk readers in a first grade inclusion class is an effective effort at improving students' literacy skills. Contains 12 references and 6 tables of data. (Author/RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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