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Regarding Computer Based Reading Interventions

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Regarding Computer Based Reading Interventions

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The melding of literacy strategies to enhance reading ...

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The melding of literacy strategies to enhance reading ...

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This study focused on a one-on-one instructional setting that was meant to enhance reading abilities by combining instruction of multiple reading skills. Some of these skills included phonemic awareness, vocabulary, and other in depth concentrations on the meanings of text. This study concluded that concentrating on multiple areas of reading will help to improve overall abilities.

"I would recommend that teachers expose their students to a wide variety of literature genre and formats and to encourage their students to try new authors or books that are unfamiliar to them" (Weih 2013, p.51).

"help him improve dramatically into a confident reader who was then able to enjoy reading" (Weih 2013, p.51).

http://files.eric.ed.gov/fulltext/ED543405.pdf

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Effect on reading fluency of struggling third grade students: computer-assisted intervention...

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Effect on reading fluency of struggling third grade students: computer-assisted intervention...

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This study focuses on the impact of fluency in relation to reading abilities. "It is a critical part of reading that allows readers to quickly and efficiently identify and link words for comprehension" (Martin 2014, p.2).Due to this importance of fluency, this study examined different interventions that focused on the skill of reading fluency to see its impact on struggling readers.

"Studies have shown that without reading fluency, students spend most of their time decoding and losing comprehension retention. By strengthening phonemic awareness and fluency, students are able to focus more on comprehension and less time on decoding" (Martin 2014, p.5). This study showed that focusing on these areas had positive effects on both students with and students without learning disabilities.

http://files.eric.ed.gov/fulltext/ED548040.pdf

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Leveled literacy intervention success rate in the third grade general education classroom

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Leveled literacy intervention success rate in the third grade general education classroom

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This is a study that was conducted on ten students in the third grade. The purpose of this study was to measure the effectiveness of leveled literacy interventions on struggling readers. I chose this article to see the effect of leveling reading and targeting specific areas that students need to work on. The idea of having intervention program to improve struggling reader's abilities is not a new concept. "Early intervention programs were created to assist struggling readers and the teachers that were working with them to achieve grade level reading" (Flynn 2015, p.8).

Along with the need to intervene with reading, positive environments must also be set when assisting students in this area. "Poor feelings about one's self can have a dramatic impact on the development and achievement of young children. Negative self-esteem can be compounded by struggles in school; specifically with reading struggles" (Flynn 2015, p.9). This is one reason that assisting positive behaviors is very important when providing interventions for reading.

"It is known that in grades 1-3 students are learning to read, and students in grades 4 and up are reading to learning" (Flynn 2015, 22). This is why it is so important to ensure that gaps are found and addressed as soon as possible.

http://files.eric.ed.gov/fulltext/ED560856.pdf

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The effect of phonological awareness intervention...

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The effect of phonological awareness intervention...

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This is a study that was conducted on forty students to determine the effectiveness of a phonological awareness intervention program. Elissa (2014) explained that, "understanding the instructional needs of children with specific reading disabilities is still a major concern of educators and researchers" (p.69).

"Poor reading skills result in lower overall academic achievement. People without the ability to read quickly, effortlessly, and automatically are ill-equipped to function well in today's society" (Elissa 2014, p.69).

"The awareness of phonological structure of a word helps children to draw connections between the spoken form of a word and its written representation" (Elissa 2014, p.70).

http://files.eric.ed.gov/fulltext/ED565627.pdf

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Involving parents in a summer book reading program to promote reading comp...

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Involving parents in a summer book reading program to promote reading comp...

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I included this study because I wanted to learn more about positive ways to open up parental involvement in improving students reading abilities. This study showed the positive connection between students increasing their reading abilities and working with their parents on reading outside of school.

This study stressed the importance of giving specific materials to parents to show them exactly what they need to be working on (Pagan 2014, p.20).

"It is hoped that children will be emotionally engaged in the material they read and draw satisfaction from the activity itself" (Pagan 2014, p.3).

http://files.eric.ed.gov/fulltext/EJ1057959.pdf

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Reducing risk through a supplementary reading intervention

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Reducing risk through a supplementary reading intervention

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This study focused on the use of a computer-based reading intervention strategy for students who showed academic risk. The final results of this study displayed an increase of students' positive behavior and reading abilities.

Some teacher resource problems can be alleviated through the use of computer based programs (Council 2016, p.243).

"The instrction can be delivered in a consistent, pedagogically prescribed manner, fairly free of instructional error" (Council 2016, p.243).

http://files.eric.ed.gov/fulltext/EJ1113091.pdf

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Evaluation of response to intervention practices for elementary school reading

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Evaluation of response to intervention practices for elementary school reading

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This study reviews the effectiveness of RTI being used for reading interventions. These reading interventions are focused on students who are reading below grade level. The small group reading instruction ensured for 43% longer reading instruction each week. Phonics skills were addressed more frequently in small group instruction. Fluency, reading comprehension, and vocabulary were addressed in all group levels.

"It would be misleading to conclude from these findings that providing increasing intensity of services to the students most at risk (for example, students whose screening test scores are far below the cut point) is inappropriate or ineffective" (Balu 2015, p.17).

http://files.eric.ed.gov/fulltext/ED560821.pdf

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Child-centered reading intervention: See, talk, dictate read, write!

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Child-centered reading intervention: See, talk, dictate read, write!

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In this study, students were made to play an active role in their learning of different reading skills. This intervention was done in a one-on-one setting for about 30 mins each time. Results from this study indicated that the intervention assisted in improvements to various areas of reading abilities.

"The program prepared in the research was a one-on-one reading intervention because the reading difficulty is actually special in its own right and should be applied individually for each student" (Bastug 2016, p.609).

http://files.eric.ed.gov/fulltext/EJ1109866.pdf

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A comparison study of the effectiveness of the effectiveness of the lexia reading program. 

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A comparison study of the effectiveness of the effectiveness of the lexia reading program. 

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This was a study that was conducted on 37 students to determine the effectiveness of the Lexia intervention program.

"When using a computer, students can be presented with auditory, visual and tactile-kinaesthetic stimuli as they learn" (Ness 2013, p.16).

"enables instruction to be tailored to individual students, can allow for self paced learning, can provide immediate feedback to students and that CAI can be both fun and engaging for students, especially for those who have reading difficulties" (Ness 2013, P.16)

http://files.eric.ed.gov/fulltext/EJ1011403.pdf

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This report was done to demonstrate the effectiveness of the Lexia reading program. The study was done on 314 students in the lower end of elementary school. Results demonstrated positive results in areas of alphabetic awareness.

http://files.eric.ed.gov/fulltext/ED505846.pdf

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How can I best utilize this intervention in addition to the standard curriculum in each grade?

What is the best way to collaborate with classroom teachers to make sure that skills that I am focusing on are being used in other classrooms

What type of data should I collect outside of the program to see if skills are being transferred?

How can I reinforce the importance of using the product at home, since they will only use the product with me a few times throughout the week?

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I am the only teacher trained to use this product at my school.

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The frequency that I see students for one on one attention each week varies depending on students needs and grade levels.

The amount that students use the product at home is not completely in my control.

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Consent from students and parents to use the product outside of school.

Confidentiality of the students I am working with- make sure only teachers/ adults who need to know information about the student are receiving information.

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I plan to study my students ranging from Prekindergarten to Fifth Grade because I want to find out Lexia Core 5’s impact on increasing my students’ reading abilities, so that I may better understand the effectiveness of this new reading intervention.