An investigation of the effects of an early reading intervention on students with disabilities and those at-risk of reading failure

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dc.contributor.advisor Braaten, Sheldon en_US Robinson-Evans, June M. en_US 2011-06-03T19:30:28Z 2011-06-03T19:30:28Z 2006 en_US 2006
dc.identifier LD2489.Z64 2006 .R63 en_US
dc.description.abstract This study examined the effects of an early reading intervention with 652 students with disabilities and students at-risk of reading failure over the 2004-2005 school year. An intervention was put into place in a general education setting in Kindergarten (n=155), first (n=246) and second grade (n=251) that consisted of 30 minutes a day of explicit intensive instruction that focused on phonemic awareness, phonics, and fluency in a small group setting. The intervention met the requirements of a Tier II intervention. After one school year of intervention, students who were at risk of reading failure or who were already identified as being eligible for special education services made significant progress toward predictive reading benchmarks as assessed by using DIBELS measures. The greatest gains were seen in kindergarten and first grade.This study provided evidence that the intervention was effective with students who were socio-economically at risk. Sixty-five to 80% of students in the study were eligible for free or reduced lunch and 31 to 54% were students with disabilities yet made significant progress toward reading benchmarks. The intervention seemed to ameliorate the `negative' effects of special education status or low socio-economic status. As urban schools struggle to meet AYP, this is an encouraging and welcomed development. en_US
dc.description.sponsorship Department of Special Education
dc.format.extent x, 131 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Reading (Early childhood) en_US
dc.subject.lcsh Students with disabilities -- Education (Early childhood) en_US
dc.subject.lcsh Early childhood education. en_US
dc.title An investigation of the effects of an early reading intervention on students with disabilities and those at-risk of reading failure en_US Thesis (D. Ed.) en_US
dc.identifier.cardcat-url en_US

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  • Doctoral Dissertations [3300]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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