Implementation of the Sound Partners Reading Program |
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| Authors: | Nancy E. Marchand-Martella Ronald C. Martella J. Ron Nelson Lynn Waterbury Sharon A. Shelley Charalambos Cleanthous David Hatfield |
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| Affiliation: | (1) Special Education Program, Counseling, Educational and Developmental Psychology Department, Eastern Washington University, Cheney, WA;(2) University of Nebraska-Lincoln, Lincoln, NE;(3) Educational and Developmental Psychology Department, Eastern Washington University, Cheney, WA;(4) Developmental Psychology Programs, Counseling, Educational and Developmental Psychology Department, Eastern Washington University, Cheney, WA;(5) Devereux Foundation, Colorado Springs, CO |
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| Abstract: | Eleven first grade and 10 second grade students, all with reading and behavioral difficulties, received one-on-one tutoring using the Sound Partners reading program (Vadasy & Pool, l997). Students received 30 min of tutoring each day for 5 months. Students were assessed on Letter-Word Identification, Passage Comprehension, and Word Attack subtests of the Woodcock-Johnson-Revised (WJ-R): Tests of Achievement. An informal measure (rapid letter naming) was also used. Results indicated that gains of approximately 1 standard deviation (or greater) were noted for subtests of the WJ-R for first-grade students; second graders showed relatively stable performance from pre- to posttest assessments. Similar performance was noted on the informal measure across grades. Program satisfaction data showed that overall the tutors, teachers, and students were pleased with the program. Discussion focuses on the implications for future investigations. |
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| Keywords: | Sound Partners reading instruction first and second graders phonics tutoring |
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