ABSTRACT This study examined implementation of a newly developed shared book reading intervention program, to boost infants’ early skills and provide a solid foundation for continued language learning. A randomised control study was conducted to elevate the effects of Shared Book Reading Intervention with 20 parents (n = 10 experiment, n = 10 control) and their infants/toddlers aged 8–16 months. The program including 12-week parental training, had a powerful alterable influence on infant’s language comprehension, word production, and literacy skills. Additionally, findings provide further evidence that the shared book intervention instructional strategies helped parents learn language domain content. When taken together, the results suggest that parents have the potential to shape their infants’ development in the short-term by initiating reading skill changes in their home environment.

The study determined the reading proficiency level of Year 1 to Year 3 students in HNHS-Aplaya Extension High School as basis for reading intervention program for the school year 2014-2015 using descriptive survey research design.The Philippine-Informal Reading Inventory (Phil-IRI) materials were used in assessing the level of reading proficiency of Years 1 to 3 students. The data were statistically analyzed using frequency, mean, standard deviation, t-test for paired sample and analysis of variance. All hypothetical questions will be analyzed and interpreted at 5% level of significance.The results revealed that majority of the students belonged to frustration level of reading proficiency in silent reading while in instructional level for the oral reading in which majority of the males are less proficient in reading compared to females in both silent and oral reading.There is no significant difference on the levels of reading proficiency levels of students when analyzed according to their year levels and gender. However, a significant difference on the levels of reading proficiency of students in silent and oral reading was found.

The purpose of this study was to investigate the effects of picture book reading intervention activities on language development of low-income children. The subjects were 60 children in low-income families, aged 5, selected from 24 child care centers located in three cities nearby Seoul, South Korea. The experimental group had received intervention program for 8 weeks, two days a week, and three teachers conducted the intervention program for 30 to 40 minutes for each session. The intervention program was administered to the children with picture book reading activities in the first session, followed by providing more extensive activities in the second session. Afterwards, the study allowed the children to take one picture book to read at home. To evaluate the effect of the picture book reading intervention program, this study utilized instruments called the Preschool Receptive-Expressive Language Scale and the Concepts about Print. Significant differences found between the two groups. The experimental group showed higher scores compared with the control group in the post-test of expressive language development. Also, children in the experimental group showed a significant increase in the concepts about print after the intervention program was administered. In conclusion, findings indicate several changes in positive outcomes after implementation of the picture book reading intervention program.

Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?

The research aims to identify the factors affecting the reading comprehension of grade 2 pupils: Basis for an intervention program. This study used a quantitative research approach known as the descriptive survey technique to provide a detailed description. The research included survey instruments and reading passages as exercises for the learners. The research's results indicate that (1) pupil factors, such as excessive absenteeism and poor study habits, have hampered learners' reading comprehension. (2) Reading comprehension is significantly hindered by pupils’ limited vocabulary as well as lack of familiarization with grammar and spelling. (3) teacher factor did not affect the pupil’s reading comprehension (4) home-related factor plays a significant role in students' reading comprehension. Based on the findings of the research, the study recommends (1) make a variety of strategies be developed to encourage children to develop their vocabulary and enthusiasm for reading. These strategies may include the use of visuals, games, and songs in the classroom. (2) Orient parents to the idea that parental involvement is one of the crucial aspects in the educational development of learners, and (3) try with various grade levels and schools to identify how and to what extent these factors affect the ability of students to comprehend what they read.

In this article, I outline thoughts regarding the complexities and possibilities of the next generation of reading intervention for students who do not benefit from typical instructional practices. I ground my recommendations in school-based research and observations conducted primarily in kindergarten through third grade and more recently in Grades 6 through 10. Building on principles and practices that have accrued through experimental research, I discuss the importance of enhancing the impact of reading instruction by reinforcing and articulating connections within and between intervention tiers. Specifically, I focus on the potential of (a) fortified Tier 1 foundations, (b) aligned Tier 1 and Tier 2 interventions, (c) bridged instruction to support critical reading transitions, and (d) flexible, responsive Tier 2/Tier 3 interventions.

No research has been contacted at the data site to examine the effects of the reading intervention program on the reading proficiency test scores between girls and boys in grades 1 and 2. At the data site the research problem was the lack of empirical evidence that the reading intervention program was effective as measured by state testing in reading. This study was grounded in the social learning theory of Vygotsky. The research question that guided this study was “Reading intervention program: what is the difference in the reading achievement between girls and boys in grades 1 and 2?” Archived data in state mandated testing in reading were collected for two cohorts of 592 students in grades 1 and 2 from before and after the implementation of the reading intervention program. An independent sample t test determined a significant difference between the means of the two cohorts of students’ reading test scores. The empirical evidence is that the staff development program has been successfully implemented by the study site and has assisted grade 1 and 2 students to read proficiently on standardized testing. As students learn to read proficiently by teachers who effectively instruct their students, society benefits from a literate population ready to meet the challenges of the global economy, today and in the future.

Reading is particularly challenging because there are so many factors to consider. However, some studies show that there are ways to support readers in improving their reading abilities. This study tested students' comprehension of short stories based on Philippine fables. Background knowledge, active reading skills, critical thinking, intense reading, reading background, story comprehension, the impact of short stories, and the use of short stories in language learning are all indications of reading comprehension. A quantitative, non-experimental Intervention Program was used in this investigation. For first- through fourth-year English education majors, researchers identify 402 respondents. There are 80 items total in the questionnaire, 10 for each indication. According to the results, Active reading and Reading background had the highest mean of 2 for reading comprehension. On the other hand, story comprehension scored the lowest mean of 6 for reading comprehension. According to the data, pupils struggle, especially with reading. Researchers developed an intervention program to gauge students' reading comprehension (Action Plan on Reading Intervention for Struggling Students). This can assess their reading abilities and help them to be good readers.

Many children in primary grades show difficulties with reading fluency, hardly reading text or doing it effortfully and fruitlessly, making intervention programs for struggling readers a priority for researchers and schools. This paper analyzes the results of a reading intervention program for 182 second-grade struggling readers (boys=aged 7-8 46.7%) from public schools. Students received a multi-component program, including repeated readings, word recognition, morphological analysis, text interpretation, and writing skills. Participants received about fifty 45-minute intervention sessions over the school year. Using a difference-in-differences, quasi-experimental between- (intervention and control group) and within-group longitudinal design (three-point measurements), we found that the intervention group progressed significantly faster than a classmate control group (n=827, boys=aged 7-8, 52.4%) in all reading outcomes (speed, accuracy, and expressiveness). By the end of the school year, differences between the intervention and control groups in accuracy and expressiveness become small but are still large in reading speed. Implications for research and practice are presented at the end of the paper.

Early language and reading experiences are known to predict later reading success. Interactive shared reading activities particularly benefit children’s emergent literacy development. Converging research has begun to show that certain educational television programs can significantly influence early literacy skill acquisition. There is a need, however, to combine interactive shared reading with the educational television production techniques known to purposefully facilitate emergent literacy. This research begins to address that need by pilot testing a research-based animated book reading intervention developed specifically to promote the vocabulary, alphabet knowledge, print concept, and rhyme knowledge of preschoolers in child care between the ages of 3 and 5 years. Employing a quasi-experimental pre- and posttest research design, results indicate that children in the experimental group made greater gains on standardized emergent literacy measures compared with children in a control group. Early findings suggest that the animated book reading intervention may be a feasible and effective way for child care educators to teach early reading skills.