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Direct linkBrizill, Nicole Lynn – ProQuest LLC, 2022
Due to barriers to kindergarten readiness, many kindergarten students do not enter kindergarten with the prerequisite skills needed for reading. A number of students do not leave kindergarten with adequate reading skills needed for future success. As a result, students are ill-prepared for first grade and are at risk for future reading failure.…
Descriptors: Kindergarten, Young Children, School Readiness, Reading Skills
Sharron Mata Wisdom – ProQuest LLC, 2021
The road to successful reading can be a tumultuous journey for many students entering middle school. The ability to read text out loud in both an accurate and quick manner is what determines a fluent reader. Additionally, the prosody, or melody, expression and flow while reading leads to good reading comprehension. There are an alarming number of…
Descriptors: Progress Monitoring, Reading Fluency, Response to Intervention, Reading Aloud to Others
Brasher, Casey F. – ProQuest LLC, 2017
Reading comprehension assessments often lack instructional utility because they do not accurately pinpoint why a student has difficulty. The varying formats, directions, and response requirements of comprehension assessments lead to differential measurement of underlying skills and contribute to noted amounts of unshared variance among tests. Maze…
Descriptors: Progress Monitoring, Grade 4, Reading Comprehension, Reading Instruction
Haley Elizabeth York – ProQuest LLC, 2016
Many American students struggle with reading, particularly in the area of comprehension. As such, early identification of reading difficulties, use of evidenced-based interventions, and monitoring of student reading progress over time is essential. Curriculum-based measurement (CBM) is a technically adequate, efficient tool whose features and…
Descriptors: Reading Instruction, Progress Monitoring, Predictor Variables, Reading Comprehension
Chovanes, Jacquelyn – ProQuest LLC, 2018
The purpose of this study is to examine the effects of Data-Based Individualization (DBI) on the reading comprehension of high school students with intensive needs in reading; specifically, two students with specific learning disabilities in reading (RD) and one student with high functioning autism (HFA). Perceptions of social validity of DBI by a…
Descriptors: Reading Instruction, Individualized Instruction, Reading Comprehension, High School Students
Dixon, Kimberly T. – ProQuest LLC, 2013
The purpose of this qualitative heuristic case study (supported by quantitative data) was to investigate the change in reading comprehension after implementation of a fluency intervention. The study participants were five students on tier 2 of the Response to Intervention pyramid. The study was guided by three research questions. RQ1: Why does…
Descriptors: Response to Intervention, Intervention, Reading Comprehension, Reading Fluency
