This study employed a two-group, pre-post true experimental design. Second-grade students (N = 153) scoring in the lowest quartile on the fall Dynamic Indicators of Early Literacy Skills (DIBELS) Oral Reading Fluency assessment were randomly assigned to either an aligned or nonaligned supplemental reading instructional condition received instruction over a 20-week period. Reading specialists in 11 schools provided the supplemental instruction.gather a multitude of materials to provide enough practice for students to attain mastery (see Appendix C). The second fifteen minutes of daily supplemental instruction also included explicit vocabulary and comprehension instruction. To support vocabulary ... The use of a Venn diagram was then completed as a class to compare and contrast two characters in the anthology selection. In the supplementalanbsp;...
|Title||:||The Effects of Aligning Supplemental and Core Reading Instruction on Second-grade Students' Reading Achievement|
|Publisher||:||ProQuest - 2008|