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.DIBELS oral reading fluency passages for first through third grades (Technical Report No. 10). Eugene: University of Oregon. Good, R. H., Simmons, D. C., aamp; Kamea#39;enui, E. J. (2001). The importance and decisionmaking utility of a continuum ofanbsp;...
|Title||:||The Effects of Aligning Supplemental and Core Reading Instruction on Second-grade Students' Reading Achievement|
|Publisher||:||ProQuest - 2008|