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Direct linkCouncil, Morris R., III; Gardner, Ralph, III; Cartledge, Gwendolyn; Telesman, Alana O. – Preventing School Failure, 2019
Reading RACES--Relevant and Culturally Engaging Stories (RR) is a repeated reading intervention using culturally relevant literature that is delivered through computer software. This study extends previous research with RR intended to further evaluate the effects of RR on the fluency and comprehension growth of second-grade students with reading…
Descriptors: Reading Improvement, Reading Instruction, Urban Schools, Culturally Relevant Education
Download full textBarber, Mariah; Cartledge, Gwendolyn; Council, Morris, III; Konrad, Moira; Gardner, Ralph; Telesman, Alana O. – Learning Disabilities: A Contemporary Journal, 2018
This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension of three urban first graders who were English language learners (ELLs) and showed reading/special education risk. The individually administered intervention consisted of…
Descriptors: Computer Assisted Instruction, Reading Instruction, Reading Programs, Culturally Relevant Education
Keyes, Starr E.; Cartledge, Gwendolyn; Gibson, Lenwood, Jr.; Robinson-Ervin, Porsha – Education and Treatment of Children, 2016
This study examined the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF), comprehension, and generalization of second graders who were at risk for reading failure. Six students received the Read Naturally Software Edition (RNSE) treatment…
Descriptors: Generalization, Oral Reading, Reading Fluency, Intervention
Council, Morris R., III; Cartledge, Gwendolyn; Green, DeLayna; Barber, Mariah; Gardner, Ralph, III – Behavioral Disorders, 2016
This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories…
Descriptors: At Risk Students, Grade 1, Grade 2, Urban Schools
Council, Morris R, III.; Cartledge, Gwendolyn; Green, DeLayna; Barber, Mariah; Ralph, Gardner, III. – Grantee Submission, 2016
This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories…
Descriptors: Observation, Educational Technology, Student Attitudes, Questionnaires
