A Causal-comparative Study of the Influence of Class Size and Instructional Method on the Reading Achievement of Third Grade Students PDF Download
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Author: Roger D. Wrisberg
Publisher:
ISBN:
Category : Class size
Languages : en
Pages : 88
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Author: Roger D. Wrisberg
Publisher:
ISBN:
Category : Class size
Languages : en
Pages : 88
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Author: Hamilton Smith
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 134
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Book Description
Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA) allocates federal government funds to schools serving low-income families. Title I schools receive additional financial support to combat the impact of poverty on students’ elementary and secondary education. This quantitative causal-comparative study examined the effect of reading instruction on third-grade students’ reading achievement score. The study included Title I elementary schools (n=4) within an urban school district in the Southeastern region of the United States. Participants included a convenience sampling of third-grade students (N=340). The researcher collected anonymous archived reading achievement scores from the Renaissance Star 360® reading assessment administered by Independent School District (pseudonym). Pre-test and post-test reading achievement scores were analyzed using an analysis of covariance (ANCOVA). The results of the ANCOVA indicated a statistically significant difference between the reading achievement scores of third-grade students who participated in guided reading instruction and third-grade students who participated in whole-group reading instruction while controlling for pre-test reading achievement scores. The findings rejected the null hypothesis. Implications of the findings were examined alongside recommendations for future research.
Author: Terry Furr Griffin
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 198
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ABSTRACT: The purpose of this study was to evaluate the effectiveness of Accelerated Reader (AR), when it is used as a supplemental reading program in grades 3 through 8. A causal comparative design was utilized. Four research questions were investigated: (1) Do students who use AR experience more than 1year of growth in reading achievement? (2) Do students who participate in AR at different grade levels experience a difference in reading achievement growth? (3) Do students who participate in AR at different achievement levels experience different growth in reading achievement? (4) Does the level of program implementation effect reading achievement growth? The instrumentation for the study included both the North Carolina End-of-Grade Reading Test and an 18-item survey. Independent t-tests were calculated to evaluate Research Questions I and 2. In order to examine reading achievement growth between grade levels and achievement levels, the standardized growth estimate (SGE) was calculated for Research Questions 3 and 4. The results indicated that students in lower grade levels, at lower achievement levels, will receive the most benefit from AR. Furthermore, the level of program implementation is only a factor at grade 3, indicating that actual reading practice may be the critical element instead of specific programmatic guidelines. Recommendations for further research include studies designed to more effectively determine causation.
Author: Janice S. Parsons
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 152
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Author: Kimberly W. Stanley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 86
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Author: Trula Fields
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 108
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Author: Elizabeth Hearn
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages :
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This research study investigated the effects of teaching Response to Intervention curricula in second and third grades in a rural school district in Georgia. A causal-comparative design was used to compare scaled score gains of students who were taught using an RTI approach with curriculum available in How to Plan Differentiated Reading Instruction: Resources for Grades K-3 (Walpole & McKenna, 2009) and students who were taught with other unidentified RTI curricula. Students in both groups participated in either Tier 2 or Tier 3 reading instruction in addition to Tier 1 regular classroom instruction. The STAR Enterprise Reading Test served as the assessment instrument. An ANCOVA was employed for data analysis, statistically controlling for pretest scores. Second-grade students in the treatment group had statistically significant lower scaled scores than second-grade students in the control group. There were no statistically significant differences found between the treatment and control groups in third grade. Limitations and implications are considered with several suggestions for further research.
Author: Renee Ingram Garriss
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 290
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Author:
Publisher:
ISBN:
Category : Metacognition in children
Languages : en
Pages : 452
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Author: Janet Kiski Trozzi
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 78
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