Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1979. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 37-40).

Thesis (Ed. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 23, 2006. Dissertation Committee: John V. Godbold (chair), Thomas G. Baer, Robert L. Fisher, R. Kay Moss, Kenneth H. Strand. Includes bibliographical references (leaves 118-125) and abstract. Also available in print.

In today's society it is necessary to have good literacy to even manage in life. When it comes to school, reading is important for success in all subjects and to acquire new knowledge. It is therefore of great importance that reading education works well in school and that student’s literacy development stimulates. The purpose of this study is to examine individualized reading education based on how three teachers in grade 2 describe their activity. The study also aims to examine the importance of formative assessment of students' reading skills before individualized reading education.   Through qualitative studies consisting interviews and observations with the teachers have three research questions been answered. The questions of the study are; how do the teachers say that they individualize reading education? How do teachers relate to individualized education? Which formative assessments are made by teachers before individualizing reading education and how do they reflect on them?   Based on, among other things, Vintereks individualization types and Sandler's theory of formative assessment, the results have shown that the teachers adapt their individual students' reading education based on their needs and circumstances. The result also shows that teachers are positive to individualize education for the students, but they believe it may be difficult when students have different needs appearing on different times as well as the time spent on the administration of the work instead of on the students. This means that circumstances in the classroom and the school's structural conditions put obstacles for teachers to individualize the education for the students completely. The teachers believe that it is important to do formative assessments of students to know where they are in their reading development and how to move forward to achieve their goals.

This study investigated the problem that educators have throughout the state of Texas. The problem educators have is that reading scores continue to fall short of state expectations. This study investigated the effectiveness of 90 minutes of class time given for reading to students who use the Electronic Bookshelf Program and the effectiveness of the Electronic Bookshelf Program, which is being sold to school districts throughout the nation. The literature review focused on the effectiveness of independent reading on reading achievement, and the effectiveness of using computer-based reading programs to increase reading achievement.

This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second and third grade at risk students at Chester Morrison Elementary School, in Menifee, California during two weeks of their off track time. Both sessions have daily detailed plans for the teacher outlining all the components of a balanced literacy program. Both sessions contain relevent books that students make and take, shared reading to increase comprehension and skill building, and constant literacy opportunities.

This study was conducted to investigate mathematics and reading comprehension skill retention of Navy’s 1987 Functional Skills Program graduates over three to twelve month period immediately following training. Two separate studies were conducted. One studied math retention for a course using Computer-Assisted Instruction (CAI). The other study investigated a reading comprehension course using Personalized System Instruction (PSI). subjects (N = 97) were divided into four groups based on the length of time elapsed since graduation (3 to 12 months). The sample was the same for both courses, which ran concurrently for eight weeks. Subjects were primarily low academic achievers. The majority were male caucasians (median age 23) from low socio-economic background. A quasi-experimental design using pre-, post, and delayed posttest with a two-way within-subjects ANOVA (Achievement x Time) with repeated measures on the time factor was used to analyze the data. Fisher’s LSD tests were utilized in post hoc contrast of the group’s pre-, post and delayed posttest mean scores. Supplementary data collection and analysis conducted using an orally administered questionnaire suggested that many students were intimidated by computer-based instruction. They also reported that Navy related materials used in the PSI course were too easy to read and did not challenge the reader enough. A statistically significant increase was detected between the pretest and posttest of the math groups under the CAI treatment, indicating that learning took place from pre- to posttest. However, a significant decline was found in math skills over time (posttest to delayed), possibly due to the lack of opportunities for practice of those skills after the training. Likewise, the reading comprehension course using PSI modality produced evidence of a significant increase between pretest posttest scores. This treatment showed no evidence of significant changes over time in reading skills from posttest to delayed test. Practice effects of informal reading activities and the self-motivating effect of skill development were offered as explanatory mechanisms for sustaining these skills. / Ed. D.

The purpose of this study was to determine the effects of using computer-managed, integrated testing and skills software with individualized homework packets on the reading achievement and attitudes of at-risk students in a low achieving urban school. An additional purpose was to determine teacher attitudes toward using technology to deliver, measure, and manage instruction.

Made available in DSpace on 2016-06-02T19:44:09Z (GMT). No. of bitstreams: 1 3644.pdf: 4810555 bytes, checksum: daacca33aee499e6f80c92491889b3f3 (MD5) Previous issue date: 2010-11-29 / In contemporary society the acquaintance of reading is considered a fundamental resource for the individual s citizenship achievement. Despite the schools dedication to their students, there is no guarantee that all students learn with the mastery and fluency required. Within this context , there are students who present Intellectual disabilities , and by their specific characteristics have significant limitations, both in intellectual functioning and in adaptive behavior. Many of these students are inserted in regular schools which offer assistance in specialized pedagogical extra hours, but nevertheless they often reach the upper grades of elementary school without the necessary reading and comprehension skills . Studies in the area of stimulus equivalence have demonstrated that the application of systematic methodologies with individualized procedures can reverse that problem in several steps and ways of teaching. The purpose of this research study was to verify the effectiveness of an individualized reading e writing Program in order to improve the skills of students with intellectual disabilities , and attend the resource classes at elementary school. The participants were two students, which presented different stages of literacy, both students with intellectual disabilities enrolled in primary education in regular classes and resource rooms. The participant 1 was exposed to the program 1, which teaches the reading of simple words( consonant vowel ) and the participant 2 was exposed to the program 2, which teaches the reading of more complex language s words . In both cases the results indicated the effectiveness of the teaching reading Program. In conclusion It could be verified that the effectiveness of the Program as an additional instructional procedure to those already used in the classroom, since it enhances the student s learning in Literacy. The resource room features as a specialized pedagogical service with different resources and It can be effective, with small number of students, as an important space to the application of the program as well as monitoring the student s performance. / Na sociedade contemporânea o domínio da leitura se coloca como um recurso fundamental para o indivíduo exercer sua cidadania. Apesar das instituições escolares se dedicarem ao seu ensino, não há garantia que todos os alunos aprendam com o domínio e a fluência necessária. Inseridos nesse contexto, estão os alunos com Deficiência Intelectual, que por suas características específicas apresentam limitações significativas, tanto no funcionamento intelectual quanto no comportamento adaptativo. Muitos desses alunos estão inseridos na escola comum com atendimento pedagógico especializado no contraturno, mas ainda assim, frequentemente chegam às séries finais do ensino fundamental sem as habilidades necessárias para a leitura com compreensão. Estudos na área da equivalência de estímulos têm demonstrado que a aplicação de metodologias sistematizadas, com procedimentos individualizados, pode reverter essa dificuldade, nas diversas etapas e modalidade de ensino. O objetivo desse estudo foi verificar a efetividade de um programa de leitura e escrita individualizado para aprimorar as habilidades de leitura de alunos com deficiência intelectual que frequentam Salas de Recursos no Ensino Fundamental. Os participantes foram dois alunos com deficiência intelectual matriculados no ensino fundamental em classe comum e em sala de recursos, em estágios de alfabetização diferentes. A participante 1 foi exposta ao Programa 1, que ensina a leitura de palavras simples (consoante-vogal) e o Participante 2 foi exposto ao Programa 2 que ensina a leitura de palavras com dificuldades da língua. Os resultados indicam a efetividade do programa para o ensino de leitura, tanto para as palavras simples, quanto para aquelas mais complexas. Como conclusão pode-se verificar a eficácia da utilização do programa como procedimento pedagógico suplementar aos que são utilizados em sala de aula, potencializando a aprendizagem dos alunos no domínio da alfabetização. A sala de recursos, como Serviço Pedagógico Especializado, com recursos diferenciados e número de alunos reduzidos pode se efetivar enquanto espaço importante de aplicação do programa e monitoramento do desempenho do aluno.

The foundation for the present study was based on the No Child Left Behind Act (NCLB, 2001), Individuals with Disabilities Education Improvement Act (IDEA) 2004, and Florida Response to Intervention (RTI) (Florida RTI, 2009). In line with the NCLB Act, Florida requires students to pass the reading portion of the Florida Comprehensive Assessment Test (FCAT) on grade level in order to graduate (FL-DOE, 2001). In alignment with the RTI framework, READ 180 is presently being implemented as a Tier 2 intervention with adolescent struggling readers across the nation. The methodology for this research was a retrospective research design, with the use of multiple regression and logistic regression models which are consistent with the purpose. Neither of the analyses indicated a significant relationship between READ 180 and the attainment of the minimum yearly gain on the developmental scale score (DSS) of the reading portion of the FCAT. The data analyses supported previous research results indicating that students who are identified as White, from non-low SES families, and not identified with a disability, have more academic success. The results indicated that the regular classroom with reading strategies instruction was just as effective for promoting reading achievement as the separate classroom with specific reading instruction. Because students who participated in the intensive reading intervention forfeit the opportunity to participate in other courses, policy makers and educators need to weigh carefully the costs and benefits of such programs.