The students in the kindergarten, 1st, 2nd and 3rd grade experimental group demonstrated improvement comparable to the control group from pretest to posttest on the Woodcock ReadingMastery-R-NU (Pearson, 1998) and the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (Good a Kaminski, 2002). When comparing the experimental and control groups' performances on the Developmental Reading Assessment (Beaver, 2006) and Rigby (Harcourt Achieve, 2003) assessment, there was a one year reading growth from August, 2007-May, 2008. The significance of this study was that more than 50% of the students in 1st and 2nd/3 rd grade experimental group had limited proficiency in the English language, but demonstrated similar reading progress as the control group instead of spiraling in a cycle of reading failure.According to the Harcourt Achieve Correlation Chart (2004), these students made approximately 1 year growth in oral reading and comprehension, which was similar to their DRA reading growth and the experimental groupa#39;s reading growth.
|Title||:||The Effects of Multisensory Phonics and Visualization Interventions on Struggling Readers' Word Identification, Fluency, and Comprehension|
|Publisher||:||ProQuest - 2008|