자료유형  

 학위논문

Control Number  

0015492879

International Standard Book Number  

9781687974938

Dewey Decimal Classification Number  

373

Main Entry-Personal Name  

Rush, Teresa R.

Publication, Distribution, etc. (Imprint  

[Sl] : University of Delaware, 2019

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2019

Physical Description  

323 p

General Note  

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

General Note  

Advisor: Amendum, Steven.

Dissertation Note  

Thesis (D.Ed.)--University of Delaware, 2019.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약For this Education Leadership Portfolio (ELP), I investigated, selected, implemented, and evaluated a comprehensive commercial Tier 2 reading intervention for adolescents struggling with reading comprehension at Las Americas ASPIRA Academy (LAAA). LAAA is a K-8 charter school which had no specific Tier 2 reading intervention for adolescent students in grades 6-8. The school had concerns about meeting the needs of students at risk for reading failure within their Response to Intervention (RTI) model, and analysis indicated areas for improvement which included acquiring an evidence-based intervention to address the problem, improving the protocols within the RTI model, evaluating the promise of the intervention for affecting student achievement, evaluating intervention fidelity, and considering the feasibility of the intervention within the school's RTI context.To address this purpose, I reviewed literature and interviewed teachers and students to inform my selection of an intervention. The selected intervention addressed the identified needs by providing an increased focus on struggling readers, including programmatic elements customized to the needs of the school, and addressing school-specific constraints that could improve feasibility of the intervention. I then developed a curriculum map and instructional map based on the investigated reading intervention. Last, I implemented the intervention over 12 weeks for 7th and 8th grade students and evaluated intervention feasibility, fidelity, and preliminary student results.ELP findings supported feasibility of the intervention and in this ELP project. The results suggest that developing standardized protocols for addressing the needs of adolescents placed in a Tier 2 reading intervention at LAAA may have promise for addressing instructional features and contextual factors specific to LAAA. Fidelity results also revealed promise for a standardized intervention approach that incorporates strategies, routines, and protocols that effectively address the needs of at risk adolescents at LAAA. Intervention results revealed favorable outcomes on three built-in intervention assessments (e.g. LevelSet, Activity, and Thought Question scores) and the NWEA Map Growth Reading assessment in the areas of Information: Key Ideas and Details

Subject Added Entry-Topical Term  

Educational leadership

Subject Added Entry-Topical Term  

Reading instruction

Subject Added Entry-Topical Term  

Middle school education

Added Entry-Corporate Name  

University of Delaware School of Education

Host Item Entry  

Dissertations Abstracts International. 81-04A.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:569857