Dissertation/Thesis Abstract

Effects of corrective reading as an intervention for seventh grade English language learners
by Robert, Jennifer L., Psy.D., University of Southern Maine, 2013, 49; 3606057
Abstract (Summary)

The purpose of this study is to determine the effectiveness of the Corrective Reading program as an intervention for three seventh grade students who are English language learners (ELL). The effectiveness of the Corrective Reading Decoding B2 program on students’ oral reading fluency was examined. A multiple-baseline experimental design was chosen for this research to examine the effects of a direct instruction reading program with three ELL students in the seventh grade. The results indicated that all three participants met their individual goals on the AIMSweb R-CBM progress monitoring fourth grade probes. In addition, all three students’ demonstrated exceptional growth in words read correctly from pre- to post-intervention using seventh grade AIMSweb R-CBM benchmark probes. All three students met the Corrective Reading goal of 105 words read correctly with less than three errors after participating in 26, 30, and 32 lessons respectively. The limitations and future research are discussed.

Indexing (document details)
Advisor: Brown, Rachel
Commitee: Bickford, Rebekah, Brown-Chidsey, Rachel, Goss, C. Lee
School: University of Southern Maine
Department: College of Education and Human Development
School Location: United States -- Maine
Source: DAI-A 75/04(E), Dissertation Abstracts International
Subjects: Educational psychology
Keywords: English language learners, Reading intervention, Seventh grade
Publication Number: 3606057
ISBN: 978-1-303-62992-1
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