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ERIC Number: EJ1061951
Record Type: Journal
Publication Date: 2015-Jun
Pages: 20
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0196-5042
The Effect Using the REWARDS® Reading Program on Vowel Sounds, Word Part, and Prefix and Suffix Identification in Multi-Syllabic Words: A Case Report
Klee, Isabelle C.; Brasch, Sarah M.; Neyman, Jennifer; McLaughlin, T. F.; Stookey, Sue
Educational Research Quarterly, v38 n4 p31-50 Jun 2015
Proficiency, accuracy and fluency in reading is an essential part of nurturing a disposition towards learning, growth and continued education for any student who wishes to be successful in school. Many studies have assessed the efficiency and success of various reading programs that have been developed to improve these areas of reading proficiency. The REWARDS® Program is one such example. This program works to increase a student's ability to decode multisyllabic words using specific strategies including vowel sound, word part, and prefix and suffix recognition. REWARDS® can be used as intervention elementary to high school, and with students in both general and special education settings. This study was performed by two undergraduate students at a high school in the Pacific Northwest and assesses the progress of a 14-year-old-female participant who was diagnosed with a specific learning disorder in reading skills. The study tracks the development of the participant's reading skills through the use of the REWARDS Program. Through this study, there was clear evidence that the REWARDS Program had a positive impact on the student's ability to decode multisyllabic words.
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A