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.During this time, students were given multiple decodable texts that were aligned to the core classroom scope and sequence. Materials included passages from the second-grade intervention program, the basal first-grade practice set ofanbsp;...
|Title||:||The Effects of Aligning Supplemental and Core Reading Instruction on Second-grade Students' Reading Achievement|
|Publisher||:||ProQuest - 2008|