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"DO I HAVE TO LEAVE?" BEYOND LINEAR TEXT: STRUGGLING READERS' MOTIVATION WITH AN INNOVATIVE MUSICAL PROGRAM.

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Title: "DO I HAVE TO LEAVE?" BEYOND LINEAR TEXT: STRUGGLING READERS' MOTIVATION WITH AN INNOVATIVE MUSICAL PROGRAM.
Authors: BENNETT, SUSAN V.1, CALDERONE, CYNTHIA2, DEDRICK, ROBERT F.3, ALBERTON GUNN, ANNMARIE4
Source: Reading Improvement. Summer2015, Vol. 52 Issue 2, p51-60. 10p.
Subject Terms: *Reading (Elementary), *Reading software, *Reading intervention, *School children, *Academic motivation, *Student engagement
Abstract: In this mixed method research, we examined the effects of reading and singing software program (RSSP) as a reading intervention on struggling readers' reading achievement as measured by the Florida Comprehensive Assessment Test, the high stakes state test administered in the state of Florida, at one elementary school. Our team defined struggling readers as students who performed below grade level on the FCAT in the previous year. We investigated student engagement with the program and teacher support and guidance through quantitative and qualitative methods. From our observations, we synthesized and describe our findings below into two over categories: program implementation and student motivation and engagement. [ABSTRACT FROM AUTHOR]
Copyright of Reading Improvement is the property of Project Innovation, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: "DO I HAVE TO LEAVE?" BEYOND LINEAR TEXT: STRUGGLING READERS' MOTIVATION WITH AN INNOVATIVE MUSICAL PROGRAM.
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  Data: <searchLink fieldCode="JN" term="%22Reading+Improvement%22">Reading Improvement</searchLink>. Summer2015, Vol. 52 Issue 2, p51-60. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+%28Elementary%29%22">Reading (Elementary)</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+software%22">Reading software</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+intervention%22">Reading intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink>
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  Data: In this mixed method research, we examined the effects of reading and singing software program (RSSP) as a reading intervention on struggling readers' reading achievement as measured by the Florida Comprehensive Assessment Test, the high stakes state test administered in the state of Florida, at one elementary school. Our team defined struggling readers as students who performed below grade level on the FCAT in the previous year. We investigated student engagement with the program and teacher support and guidance through quantitative and qualitative methods. From our observations, we synthesized and describe our findings below into two over categories: program implementation and student motivation and engagement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Improvement is the property of Project Innovation, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Reading intervention
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