The effects of an individualized reading program involving 3 grade 4 students experiencing difficulties in reading

Noseworthy, Randy P. (Randy Pittman) (1990) The effects of an individualized reading program involving 3 grade 4 students experiencing difficulties in reading. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (56MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

This study was designed to investigate the effects of an individualized reading program involving 3 Grade 4 boys who were experiencing significant difficulties in reading. The program, which was developed within a holistic perspective, used trade books selected by the students and included scheduled conferences between each student and the resource teacher (the investigator) to initiate and to conclude activities related to each book. Incorporated within these conferences were instructional activities which specifically focused on the student’s reading awareness and strategy development through techniques such as discussion, investigator modelling, and reinforcing and correcting verbal feedback. The program provided ample opportunities for each student to experience and respond to his books, both independently and within various social contexts. Continuing communication between the investigator and the classroom teacher helped ensure consistency of instructional experiences and enabled the 3 students to maintain active involvement in the whole-class Grade 4 language program during the 15-week period of the individualized reading program. Additionally, on-going communication with parents played an important role in ensuring their support and in encouraging and enabling the parents to actively participate in their children's activities at home. The anticipated outcomes of the program were that each student would develop those attitudes and strategies that foster independence in reading and increased proficiency in word identification and comprehension. -- A number of formal and informal assessment procedures were administered before, during, and after the program. Pretest group mean results on the Gates-MacGinitie Reading Tests revealed that the students were considerably below grade level in comprehension and vocabulary. Posttest results showed group mean gains in comprehension and vocabulary; one student's score (in vocabulary) exceeded anticipated gains for students making average progress. The results of informal, process-oriented assessments administered before and after the program revealed distinct gains for all students in comprehension, sight word recognition, reading awareness and the selection and use of reading strategies and showed continued favorable self-perceptions about reading. Additional informal measures during conference sessions revealed increased proficiency in the selection and use of reading strategies and indicated a favorable student response to the use of feedback following oral reading. -- Based on the results of this study it was concluded that Grade 4 students who are experiencing significant reading difficulties respond with interest and enthusiasm to a holistic approach and that an individualized reading program can be an effective means for providing independent and instructional experiences that benefit their reading development.

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