NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1154642
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1172
EISSN: N/A
The Effectiveness of a Balanced Approach to Reading Intervention in a Second Grade Student: A Case Study
Snyder, Elise; Golightly, Amy F.
Education, v138 n1 p53-67 Fall 2017
Reading is a skill that is necessary to be successful both academically and professionally in today's society. Thus, it is essential that educators work with students to develop their reading skills and help them become proficient readers (Otto, 2008). This study concurrently implemented a phonics-based reading intervention and a sight-word reading program over a period of seven weeks with a second grade student who struggled with basic reading skills. The results indicated that positive gains were made in the student's decoding, word identification, sight-word recognition, and reading comprehension abilities. The findings supported previous research that indicated a balanced intervention approach could be effective at improving basic reading skills.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Kaufman Assessment Battery for Children; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability; Kaufman Test of Educational Achievement
Grant or Contract Numbers: N/A