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Reading Well: Using Read Well to Eff...

Pitcher, Chelsea B.

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Reading Well: Using Read Well to Effectively Intervene for Students With Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading Well: Using Read Well to Effectively Intervene for Students With Disabilities./
作者:	Pitcher, Chelsea B.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	152 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
標題:	Educational evaluation. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31235525
ISBN:	9798382224862

Reading Well: Using Read Well to Effectively Intervene for Students With Disabilities.
Pitcher, Chelsea B.

Reading Well: Using Read Well to Effectively Intervene for Students With Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 152 p.

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

Thesis (D.Ed.)--Indiana Wesleyan University, 2024.

This exploratory case study was conducted to evaluate the effectiveness of Voyager Sopris' Read Well program when implemented as a reading intervention in elementary self-contained special education classrooms. This research expands on previous research investigating the implementation of the Read Well with target populations, including those considered English language learners, at-risk, or students with learning disabilities. The research questions were constructed to determine if the implementation of Read Well would result is statistically significant different scores between student pre- and post-tests. This research also evaluated teacher perceptions when comparing data before and after implementing Read Well in elementary special education self-contained classrooms. Two participating self-contained classrooms with two teachers and five students participated in the study. The research was conducted in a district in southeastern Michigan. Data was gathered from one female and four male students in second through fifth-grade. All five students with disabilities receive special education instruction in a self-contained classroom. All data was coded for confidentiality. Teachers' perceptions of providing instruction to students with disabilities were investigated through a mixed-methods survey conducted before and after implementation. Qualitative data was analyzed for themes. The pre- and post-student and teacher quantitative data were used to determine if a significant difference existed following the implementation of Read Well as a reading intervention. The findings of this study indicate that Read Well is an effective{A0}intervention tool for increasing students' decoding and fluency skills. Findings of teacher perceptions and the impact on students' comprehension were mixed or non-conclusive.

ISBN: 9798382224862Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Comprehension

Reading Well: Using Read Well to Effectively Intervene for Students With Disabilities.
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