scholarly journals GraphoLearn India: The Effectiveness of a Computer-Assisted Reading Intervention in Supporting Struggling Readers of English

2018 ◽  
Vol 9 ◽  
Author(s):  
Priyanka Patel ◽  
Minna Torppa ◽  
Mikko Aro ◽  
Ulla Richardson ◽  
Heikki Lyytinen
Keyword(s):  
Struggling Readers ◽  
Reading Intervention ◽  
Computer Assisted ◽  
Assisted Reading

scholarly journals Computer-assisted reading intervention with a phonics approach for children using cochlear implants or hearing aids

2014 ◽  
Vol 55 (5) ◽  
pp. 448-455 ◽  
Author(s):  
Cecilia Nakeva von Mentzer ◽  
Björn Lyxell ◽  
Birgitta Sahlén ◽  
Örjan Dahlström ◽  
Magnus Lindgren ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Reading Intervention ◽  
Hearing Aids ◽  
Computer Assisted ◽  
Assisted Reading

scholarly journals Computer-Assisted Reading: Getting Help from Text Classification and Maximal Association Rules

2013 ◽  
Vol 4 (4) ◽  
Author(s):  
Ismaïl Biskri ◽  
Abdelghani Achouri ◽  
Louis Rompré ◽  
Steve Descoteaux ◽  
Boucif Amar Bensaber
Keyword(s):  
Association Rules ◽  
Text Classification ◽  
Computer Assisted ◽  
Assisted Reading

Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District

2018 ◽  
Vol 27 (3) ◽  
pp. 234-252
Author(s):  
Kathryn C. Auletto ◽  
Mary-Kate Sableski
Keyword(s):  
Reading Instruction ◽  
Struggling Readers ◽  
Reading Intervention ◽  
Intervention Program ◽  
Research Question ◽  
Intervention Programs ◽  
Primary Data ◽  
Urban District ◽  
Reading Intervention Program ◽  
Long Term Impact

Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?

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