Kindergarten Intervention Study: A Comparison of Intervention Models With At Risk Students
|Masters of Education
|To see paper in its entirety contact firstname.lastname@example.org or call (410)337-6075.
|The purpose of this study was to determine if a small group of students at risk for reading difficulties would improve more with an intervention that combined Guided Reading and an Early Reading Intervention (ERI) model versus a small group of at risk students that received only the ERI model. This study uses a quasi-experimental design that includes students from three kindergarten classes in the researcher’s school. The measurement tool used was the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and a phonemic awareness benchmark assessment. Achievement gains appear to be equal between the two groups. Continued research in this area would benefit young children identified as at risk for reading failure.
|action research papers
|Master of Education
|Goucher College, Baltimore, MD
|Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email email@example.com.
|Education -- Research papers (Graduate)
|Kindergarten Intervention Study: A Comparison of Intervention Models With At Risk Students