The effectiveness of repeated reading, teacher modeling, and self-monitoring for Spanish beginning readers /
The purpose of this study was to implement and evaluate the Read Naturally program (translated and adapted to Spanish) that included the components of repeated reading, teacher modeling, and progress monitoring. The study, a multiple baseline design single-case research across subjects, was conducte...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1999.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=730303541&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to implement and evaluate the Read Naturally program (translated and adapted to Spanish) that included the components of repeated reading, teacher modeling, and progress monitoring. The study, a multiple baseline design single-case research across subjects, was conducted with three treatment groups per classroom, a total of 76 students, over a period of 12 weeks in four elementary transitional bilingual classrooms: two first grade and two-second grade classes. The analyses for this study were conducted separately by level of engagement. The students were categorized as High Engaged (HE) or Low Engaged (LE). In this study, it was predicted that students who received the intervention throughout the 12 weeks of the study would improve the most in ORF and reading comprehension. It was also predicted that students who practiced the most (HE) regardless of the length of the intervention would improve more than those who practiced less. Two measures were used to evaluate improvement: oral reading fluency and reading comprehension. Data were analyzed for Grades 1 and 2, both through visual analysis of graphs and through statistical analyses of: M Pre-posttest Differences, b) Mean Differences Between Baseline and Intervention Phases, and c) Differences in Phase- Based Trend Line Slopes. Almost universally, HE students in this study showed improvement in ORF and reading comprehension, as predicted. The two strongest sources of evidence for intervention effectiveness in a time series design are: a) a jump between trend lines at the point of intervention and b) a change in slope between phases. All the HE Groups for Grades 1 and 2 showed a large jump in level between intervention phases. This jump clearly demonstrated a change in reading skill level due to the intervention. Nevertheless, no change in slope was observed in this study. We could conclude, according to the visual and statistical analyses, that this intervention was effective in some areas. This intervention was especially effective in giving the students jump-start in their reading level. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xiv, 116 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 96-104). |