A Comparative Study of the Effects of a Differentiated Instruction Model on the Reading Achievement of Third Grade Students PDF Download
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Author: Janice S. Parsons
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 152
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Author: Janice S. Parsons
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 152
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Author: Renee Ingram Garriss
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 290
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Author: Gail A. Gillmore
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 108
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
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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: Becky Jenkins
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 31
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Author: Diedre LaShon Capers
Publisher:
ISBN:
Category : Individualized reading instruction
Languages : en
Pages : 125
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The purpose of this correlational study was to determine whether the predictor variables, teachers’ perceived understanding and implementation of differentiated instruction, as measured by the Understanding and Implementation of Differentiated Instruction survey, had a relationship to the criterion variable, third-grade students’ reading achievement, as measured by the mClass: Reading 3D Text Reading and Comprehension Test. Using convenience sampling, third grade teachers from six rural North Carolina counties were invited to participate in the study. Data from 54 third grade teachers who consented to participate were analyzed using a Pearson product moment correlation. The results of this study indicated that a statistically significant relationship did not exist between teachers’ understanding and implementation of differentiated instruction and third-grade students’ reading achievement scores.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 936
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Author: Amelia Schultz Brock
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 214
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 574
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