Browsing by Author "Conradi, Kristin"
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Item Matching Interventions to Reading Needs: A Case for Differentiation(International Literacy Association, 2016-01-01) Jones, Jill S.; Conradi, Kristin; Amendum, Steven J.; Jill S. Jones, Kristin Conradi, Steven J. Amendum; Amendum, Steven J.The purpose of this article is to highlight the importance of providing reading interventions that are differentiated and aligned with an individual student’s most foundational reading need. The authors present profiles of different readers and suggest three principal areas for support: decoding words, reading at an appropriate rate, and comprehending text. In addition to describing differentiated interventions, related classroom instructional techniques are also recommended.Item The Push for More Challenging Texts: An Analysis of Early Readers’ Rate, Accuracy, and Comprehension(Taylor & Francis, 2015-08-11) Amendum, Steven J.; Conradi, Kristin; Liebfreund, Meghan D.; Steven J. Amendum, Kristin Conradi & Meghan D. Liebfreund; Amendum, Steven J.The purpose of the study was to examine the relationship between the challenge level of text and early readers’ reading comprehension. This relationship was also examined with consideration to students’ word recognition accuracy and read- ing rate. Participants included 636 students, in Grades 1–3, in a southeastern state. Results suggest that students reading texts well above their actual grade levels, even with sufficient accuracy scores, scored significantly lower on com- prehension than students reading texts at their actual grade level. This result also held regardless of students’ reading rates. Findings signal the importance of considering text level during instruction and suggest some caution is warranted when pushing students into texts well above their grade levels.