Detail Student performance in a Reading Recovery program and the identification of specific learning disabilities Bibliografi Author: Brown, Linda A. ; Doherty-Jensen, Sally (Advisor) Topik: EDUCATION; READING|EDUCATION; SPECIAL|EDUCATION; ELEMENTARY Bahasa: (EN )    ISBN: 0-591-58953-2     Penerbit: UNITED STATES INTERNATIONAL UNIVERSITY     Tahun Terbit: 1997     Jenis: Theses - Dissertation Fulltext: 9808565.pdf (0.0B; 8 download) Abstract The problem. A growing concern is the delay in recognizing and providing early support for children with reading disabilities. The purpose of this study was to determine whether the Reading Recovery program could successfully identify learning disabled students. Method. This study utilized a descriptive design. Individual profiles of students who demonstrated low performance levels after completion of the Reading Recovery program were examined to ascertain inherent learning difficulties. Two instruments were administered: the Kaufman Brief Intellectual Test (K-BIT) and the Test of Early Reading Achievement-2 (TERA-2). A significant discrepancy between ability and achievement was determined. These procedures demonstrated whether a learning disability could be identified by student performance below a minimal competency level after completing the Reading Recovery program. Reading Recovery exit scores were compared with a student's discrepancy scores to determine the ability of exit scores to predict a learning disability. Results. The hypothesis stated low performance levels in a Reading Recovery program are indicators of a significant discrepancy between intellectual ability and reading achievement. The pilot study showed 3 students exiting below average Reading Recovery levels. All 3 students evidenced a learning disability. The current study showed 14 students exiting at below average Reading Recovery levels. Six of these students evidenced a learning disability. Six additional students from this group demonstrated pronounced weaknesses in test profiles. A correlation could not be conducted due to the small sample size. All Reading Recovery students in this study made progress. These techniques worked for learning disabled students as well. Due to processing deficits, learning disabled students could not progress as quickly and demonstrated lower Reading Recovery performance levels. The results of this study suggest that performance in the Reading Recovery program may be an Indicator of a learning disability. Further study with a larger sample should address this question. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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