Integrated intervention in a second grade classroom
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997
Through the presentation of an integrated intervention program an attempt was made to minimize difficulties with the reading process experienced by eight underachieving grade two students. The literature review presented suggested that early reading acquisition had always been associated with developmental strengths in the visual, auditory and motor modalities and in oral language facility. The integrated intervention program focused on activities for developing these areas through the presentation of the McInnis structure for acquiring alphabetic coding and decoding skills, language processing skills, spatial and directional skills and a specific language of instruction. This structure was presented using the Nelson Networks grade two language arts content and the students' oral and written language. Through daily presentation, using a small group context, students were involved in an integrated grade two program for a four month period. This program resulted in growth in the visual, auditory and motor modalities and in increased oral language facility. It resulted in minimizing or eliminating difficulties with reading acquisition for all eight students. Pre and post testing indicated increased achievement levels with all eight students achieving at or near their expected grade level.
v, 95 leaves : 28 cm. --
Second grade (Education) , Reading