effects of providing additional reading opportunities for struggling readers at their independent reading levels within content areas

The effects of providing additional reading opportunities for struggling readers at their independent reading levels within content areas. (2013). The effects of providing additional reading opportunities for struggling readers at their independent reading levels within content areas.

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Title	effects of providing additional reading opportunities for struggling readers at their independent reading levels within content areas
Abstract	A mixed-methods study was conducted to determine if extra reading practice incorporated into fifth-and sixth-grade social studies and science content classes would have a positive impact on reading assessments for readers at risk. At-risk readers' independent reading levels were assessed using Dynamic Indicator of Basic Early Literacy Skills or DIBELS. Once their independent reading levels were determined, leveled texts on their independent reading levels were matched up to their social studies and science curricula. The at-risk students engaged in the reading of these texts either before or after class. The students did the reading in their classes for five months. However, there were some inconsistencies due to the preparation and administering of Pennsylvania State System of Assessment (PSSA). Pre- and post-testing were utilized to determine if the reading of the texts had a positive impact on the students' reading assessments. In addition to the quantitative data, focus groups were incorporated to investigate how the teachers felt about integrating the leveled texts within their content area classes.
Date	2013

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Title: effects of providing additional reading opportunities for struggling readers at their independent reading levels within content areas
Personal Name(s): Vasinko, Teresa
Paquette, Kelli R.
Corporate Name(s): Indiana University of Pennsylvania
Professional Studies in Education.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Paquette, Kelli R. Committee members: Anne Creany; Sue Rieg.
Topical Subject(s): Educational tests & measurements
Literacy
Reading instruction