東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Response to Intervention for Adolesc...

Rush, Teresa R.

FindBook

Google Book

Amazon

博客來

Response to Intervention for Adolescents: Intensive Interventions for Students At-Risk for Reading Failure.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Response to Intervention for Adolescents: Intensive Interventions for Students At-Risk for Reading Failure./
作者:	Rush, Teresa R.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	323 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22584761
ISBN:	9781687974938

Response to Intervention for Adolescents: Intensive Interventions for Students At-Risk for Reading Failure.
Rush, Teresa R.

Response to Intervention for Adolescents: Intensive Interventions for Students At-Risk for Reading Failure. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 323 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (D.Ed.)--University of Delaware, 2019.

This item must not be sold to any third party vendors.

For this Education Leadership Portfolio (ELP), I investigated, selected, implemented, and evaluated a comprehensive commercial Tier 2 reading intervention for adolescents struggling with reading comprehension at Las Americas ASPIRA Academy (LAAA). LAAA is a K-8 charter school which had no specific Tier 2 reading intervention for adolescent students in grades 6-8. The school had concerns about meeting the needs of students at risk for reading failure within their Response to Intervention (RTI) model, and analysis indicated areas for improvement which included acquiring an evidence-based intervention to address the problem, improving the protocols within the RTI model, evaluating the promise of the intervention for affecting student achievement, evaluating intervention fidelity, and considering the feasibility of the intervention within the school's RTI context.To address this purpose, I reviewed literature and interviewed teachers and students to inform my selection of an intervention. The selected intervention addressed the identified needs by providing an increased focus on struggling readers, including programmatic elements customized to the needs of the school, and addressing school-specific constraints that could improve feasibility of the intervention. I then developed a curriculum map and instructional map based on the investigated reading intervention. Last, I implemented the intervention over 12 weeks for 7th and 8th grade students and evaluated intervention feasibility, fidelity, and preliminary student results.ELP findings supported feasibility of the intervention and in this ELP project. The results suggest that developing standardized protocols for addressing the needs of adolescents placed in a Tier 2 reading intervention at LAAA may have promise for addressing instructional features and contextual factors specific to LAAA. Fidelity results also revealed promise for a standardized intervention approach that incorporates strategies, routines, and protocols that effectively address the needs of at risk adolescents at LAAA. Intervention results revealed favorable outcomes on three built-in intervention assessments (e.g. LevelSet, Activity, and Thought Question scores) and the NWEA Map Growth Reading assessment in the areas of Information: Key Ideas and Details; Language, Craft, & Structure; Vocabulary; and Overall Performance. I evaluated and provided results on implementation and utilized the results of the intervention, fidelity observation protocol, and program review in my final recommendations for LAAA.Based on feasibility of the intervention, I recommend LAAA adopt a Standardized Intervention Protocol RTI model that incorporates a consistent, team-based approach for placing students in tiers of intervention and delivers a standardized intervention with strategies, routines, and protocols that effectively address the needs of at-risk adolescents.

ISBN: 9781687974938Subjects--Topical Terms:

529436
Educational leadership.

Response to Intervention for Adolescents: Intensive Interventions for Students At-Risk for Reading Failure.
LDR:03942nmm a2200313 4500 001 2264960
005 20200515113443.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781687974938
035 $a (MiAaPQ)AAI22584761
035 $a AAI22584761
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rush, Teresa R. $3 3542104
245 1 0 $a Response to Intervention for Adolescents: Intensive Interventions for Students At-Risk for Reading Failure.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 323 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
500 $a Advisor: Amendum, Steven.
502 $a Thesis (D.Ed.)--University of Delaware, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a For this Education Leadership Portfolio (ELP), I investigated, selected, implemented, and evaluated a comprehensive commercial Tier 2 reading intervention for adolescents struggling with reading comprehension at Las Americas ASPIRA Academy (LAAA). LAAA is a K-8 charter school which had no specific Tier 2 reading intervention for adolescent students in grades 6-8. The school had concerns about meeting the needs of students at risk for reading failure within their Response to Intervention (RTI) model, and analysis indicated areas for improvement which included acquiring an evidence-based intervention to address the problem, improving the protocols within the RTI model, evaluating the promise of the intervention for affecting student achievement, evaluating intervention fidelity, and considering the feasibility of the intervention within the school's RTI context.To address this purpose, I reviewed literature and interviewed teachers and students to inform my selection of an intervention. The selected intervention addressed the identified needs by providing an increased focus on struggling readers, including programmatic elements customized to the needs of the school, and addressing school-specific constraints that could improve feasibility of the intervention. I then developed a curriculum map and instructional map based on the investigated reading intervention. Last, I implemented the intervention over 12 weeks for 7th and 8th grade students and evaluated intervention feasibility, fidelity, and preliminary student results.ELP findings supported feasibility of the intervention and in this ELP project. The results suggest that developing standardized protocols for addressing the needs of adolescents placed in a Tier 2 reading intervention at LAAA may have promise for addressing instructional features and contextual factors specific to LAAA. Fidelity results also revealed promise for a standardized intervention approach that incorporates strategies, routines, and protocols that effectively address the needs of at risk adolescents at LAAA. Intervention results revealed favorable outcomes on three built-in intervention assessments (e.g. LevelSet, Activity, and Thought Question scores) and the NWEA Map Growth Reading assessment in the areas of Information: Key Ideas and Details; Language, Craft, & Structure; Vocabulary; and Overall Performance. I evaluated and provided results on implementation and utilized the results of the intervention, fidelity observation protocol, and program review in my final recommendations for LAAA.Based on feasibility of the intervention, I recommend LAAA adopt a Standardized Intervention Protocol RTI model that incorporates a consistent, team-based approach for placing students in tiers of intervention and delivers a standardized intervention with strategies, routines, and protocols that effectively address the needs of at-risk adolescents.
590 $a School code: 0060.
650 4 $a Educational leadership. $3 529436
650 4 $a Reading instruction. $3 2122756
650 4 $a Middle school education. $3 969762
690 $a 0449
690 $a 0535
690 $a 0450
710 2 $a University of Delaware. $b School of Education. $3 1022090
773 0 $t Dissertations Abstracts International $g 81-04A.
790 $a 0060
791 $a D.Ed.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22584761