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The Effect of Participation in the Ready to Learn Program on Kindergarten Students' Pro-Social Behavior, Self-Regulation, Reading Performance, and Teachers' Perception of Classroom Climate
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Perhay Kuba, Summer – ProQuest LLC, 2017
The purpose of the current study was to investigate the difference in pro-social behavior, self-regulation, overall reading performance, Lexile levels, and teachers' perception of classroom climate of kindergarten students who received the Ready to Learn (RTL; Brigman, Lane, & Lane, 2008) classroom guidance program (treatment group: n = 173)…
Descriptors: Kindergarten, Prosocial Behavior, Reading Achievement, Teacher Attitudes
From "At Risk" to "At Promise": An Evaluation of an Early Reading First Project
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Zoll, Susan Marie – ProQuest LLC, 2012
This study demonstrates the impact of an Early Reading First intervention on preschool children's language and literacy development using an ex post facto, causal-comparative research design. The project's professional development model was evaluated to produce a process and outcome evaluation to answer two overarching research questions: (1) What…
Descriptors: Early Reading, Early Intervention, Preschool Children, Language Acquisition
An Examination of an Early Intervention Reading Program Focusing on the Progress Monitoring of Literacy Skills and the Reading Self-Concepts of Struggling Readers
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Samuelson, Teresa C. – ProQuest LLC, 2010
The purpose of this study was to examine progress monitoring, reading self-concept, and the literacy skills of first and second grade struggling readers. Progress monitoring is an instructional process used by teachers to assess students' academic performance on a regular basis, typically weekly or monthly. When based on the skill level of the…
Descriptors: Reading Difficulties, Early Intervention, Early Reading, Reading Programs