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Direct linkTelesman, Alana Oif; Konrad, Moira; Cartledge, Gwendolyn; Gardner, Ralph, III; Council, Morris, III – Journal of Special Education, 2019
This study sought to examine the effectiveness of Reading RACES (RR), a computer program designed to deliver a repeated reading intervention with culturally relevant passages. Specifically, this study examined the effects of RR on the oral reading fluency (ORF) and comprehension gains for first-grade learners in an urban setting and whether these…
Descriptors: Grade 1, Elementary School Students, Urban Schools, African American Students
Barber, Mariah; Cartledge, Gwendolyn; Council, Morris, III; Konrad, Moira; Gardner, Ralph; Telesman, Alana O. – Learning Disabilities: A Contemporary Journal, 2018
This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension of three urban first graders who were English language learners (ELLs) and showed reading/special education risk. The individually administered intervention consisted of…
Descriptors: Computer Assisted Instruction, Reading Instruction, Reading Programs, Culturally Relevant Education
Cartledge, Gwendolyn; Susan, Keesey; Bennett, Jessica G.; Ramnath, Rajiv; Council, Morris R., III. – Grantee Submission, 2016
The ratings and rationales primary-age urban learners gave culturally relevant reading passages was the focus of this descriptive study. First- and second-grade students each read 30 researcher-developed passages reflecting the students' immediate and historical backgrounds. The students rated the passages and gave a reason for their ratings. A…
Descriptors: Cultural Relevance, Literature, Grade 1, Grade 2
Council, Morris R., III; Cartledge, Gwendolyn; Green, DeLayna; Barber, Mariah; Gardner, Ralph, III – Behavioral Disorders, 2016
This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories…
Descriptors: At Risk Students, Grade 1, Grade 2, Urban Schools
Council, Morris R, III.; Cartledge, Gwendolyn; Green, DeLayna; Barber, Mariah; Ralph, Gardner, III. – Grantee Submission, 2016
This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories…
Descriptors: Observation, Educational Technology, Student Attitudes, Questionnaires
Gibson, Lenwood, Jr.; Cartledge, Gwendolyn – Journal of Special Education Apprenticeship, 2012
This study evaluated the effects of a fluency building activity on the oral reading fluency (ORF) and comprehension of four first-grade students identified as at risk for reading failure. The participants in this study were selected because they were members of a group at the highest risk for reading problems, specifically African American boys…
Descriptors: Language Fluency, Oral Language, Grade 1, Elementary School Students
Gibson, Lenwood; Cartledge, Gwendolyn; Keyes, Starr E. – Journal of Behavioral Education, 2011
This preliminary investigation examined the effects of a computerized supplemental reading program on the oral reading fluency, reading growth rates, and comprehension of 8 African American first graders. Participants were selected for this study according to scores within risk categories on the Dynamic Indicators of Basic Early Literacy Skills…
Descriptors: Urban Schools, Reading Comprehension, Intervention, Reading Fluency
Cartledge, Gwendolyn; Yurick, Amanda; Singh, Angella Harjani; Keyes, Starr E.; Kourea, Lefki – Exceptionality, 2011
Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants…
Descriptors: Early Intervention, Early Reading, Phonemic Awareness, Followup Studies
Musti-Rao, Shobana; Cartledge, Gwendolyn – Topics in Early Childhood Special Education, 2007
This study investigated the effects of a supplemental early reading intervention program on the phonemic awareness and alphabetic principle skills of students identified as at risk for reading failure. Seven kindergarten students and one first-grade student received 20 min of supplemental reading instruction 3 days a week for 16, 12, and 8 weeks.…
Descriptors: Reading Difficulties, Intervention, Early Reading, Phonemics
