The Impact of the "Universal Voyager Literacy" Reading Program on Reading Achievement and Instructional Practices in an Urban School District PDF Download
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Author: Shanika L. Hope
Publisher:
ISBN:
Category : Literacy programs
Languages : en
Pages : 254
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Author: Shanika L. Hope
Publisher:
ISBN:
Category : Literacy programs
Languages : en
Pages : 254
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 576
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Author: Deborah Patrice Anderson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 174
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Book Description
Reading underachievement among adolescent students, specifically in urban areas, has been well documented in the literature. This unfortunate reality may point to two problems in America. Many schools possess neither the skill to prepare students for college and career nor possess the capacity to prepare them for a workforce that is becoming more and more high tech and in need of literate workers. Some schools are at a loss when it comes to teaching students to think of literacy as a critical tool for self-advocacy and identity development. Sociocultural perspectives on literacy view reading as an activity that develops as one interacts with the surrounding environment. It is not illogical to think that schools and school districts would have a positive impact on how adolescents read how much they read, and how successful they are at that particular task of reading. This dissertation is divided into five chapters. The first chapter begins with an overview of the state of adolescent literacy in America and in Unity School District (a pseudonym), where the study takes place. There is a discussion of the definition of sociocultural theory which is the theory that grounds this study, and how that plays a part in student literacy learning. Motivation theory is discussed and how student motivation plays a part in the use of scripted reading programs. That discussion is followed up by a discussion of the high stakes testing environment and the use of scripted reading programs in many urban school districts. Motivation theory is discussed and how student motivation plays a part in the use of scripted reading programs. Some scripted programs are described and a rationale for this present study is made. The second chapter begins with a review of major legislation over the past fifteen years that affected not only literacy but every content area. I discuss current changes due the Obama administration that have helped states reach their goals. Reading trend data is given as well as what is considered to be effective literacy instruction for adolescents. The focus is narrowed to discussing African-American males due to the fact that only 17% in this subgroup at the eighth-grade score at or above the proficient level in literacy (NCES, 2013). This subgroup makes up the great majority of the students in scripted interventions. Chapter Three focuses on the research methods utilized to answer each research question. This study was mixed methods using quantitative methods, descriptive statistics as well as qualitative methods for one-on-one interview questions with a subgroup of students in the study. In Chapter Four, the results of the quantitative data is featured, showing that all four reading programs yielded student reading growth. Findings from the interviews helped to shed light on the reading growth experienced from the quantitative analysis. Chapter Five gives an interpretation of the data through a sociocultural lens and provides suggestions for future research and next steps. This study will help to deepen our understanding of some of the complexities of the adolescent reader as well as what pedagogical practices will help these students want to engage in reading This study will help to inform the classroom teacher as to which instructional practices motivate the adolescent reader more than others.
Author: William D. Bursuck
Publisher: Rowman & Littlefield
ISBN: 1475863934
Category : Education
Languages : en
Pages : 121
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This is a book about the struggles over reforming reading instruction and the corresponding effort to improve reading achievement in the United States over the last seven decades.
Author: Beth C. Games
Publisher:
ISBN: 9781607415299
Category : Educational accountability
Languages : en
Pages : 187
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Book Description
This book presents findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government's $1.0 billion-per-year initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 (P.L. 107-110) established Reading First (Title I, Part B, Subpart 1) and mandated its evaluation. This evaluation is being conducted by Abt Associates and MDRC with RMC Research, Rosenblum-Brigham Associates, Westat, Computer Technology Services, DataStar, Field Marketing Incorporated, and Westover Consulting under the oversight of the U.S. Department of Education, Institute of Education Sciences (IES). The present book is the first of two; it examines the impact of Reading First funding in 2004-05 and 2005-06 in 17 school districts across 12 states and one state-wide program (18 sites). The book examines program impacts on students' reading comprehension and teachers' use of scientifically based reading instruction.
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
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Book Description
"Voyager Passport"[TM] is a supplemental reading intervention system for students in grades K-5. "Voyager Passport Reading Journeys"[TM] is a reading intervention program designed for adolescents who struggle with reading. The "Voyager Universal Literacy System"[R] is a K-3 reading program that includes a core reading curriculum; a progress monitoring system that measures each student's reading progress and identifies struggling readers; a struggling reader intervention that includes additional instruction time and summer school; professional development for teachers, principals, and specialists; a home study curriculum; and computer-based practice and reinforcement in phonological skills, comprehension, fluency, language development, and writing. No studies of the "Voyager" reading programs ("Voyager Passport"[TM], "Voyager Passport Reading Journeys"[TM], and "Voyager Universal Literacy System"[R]) that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of "Voyager" reading programs on students with learning disabilities. (Contains 2 footnotes.).
Author: Lesley Mandel Morrow
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 48
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Author: Siegfried Engelmann
Publisher: McGraw-Hill Education
ISBN: 9780076112067
Category : Language Arts & Disciplines
Languages : en
Pages : 144
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Book Description
In Decoding A, the skills are divided into four principal areas: Word-Attack Skills, Workbook Exercises, support activities, and Checkouts and Mastery Tests.
Author: Deonna Foster Wilemme
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Over the last two decades, interests in the cyclical nature of reading failure have increased, resulting in programs designed to address the needs of adolescent students. Among many programs for older struggling readers, READ 180 is a program widely used in urban schools that addresses the needs of older struggling students. The purpose of this study was to determine what, if any, teacher and administrator practices used in the READ 180 program best support the literacy learning of older struggling readers in an urban school district that is populated predominantly by African American students.Four research questions guided this study: (1) what are the relationships between selected demographic characteristics of READ 180 teachers and their students' approximate grade-level gain in reading? (2) What is the relationship between selected teachers' reported use of instructional practices and their students' approximate grade-level gain in reading? (3) What is the relationship between teachers' perceptions of READ 180's potential for students' literacy learning and their students' approximate grade-level gain in reading? And (4) What is the relationship between teachers' perceptions of administrative support and their students approximate grade-level gain in reading?The analysis of the data yielded four major findings. There was a statistically significant difference in the age and years of teaching experience in READ 180 of those teachers whose students scored at or above the district norms and those who scored below district norms. There were no statistically significant differences between the two groups of teachers in their reported classroom practices, perceptions of the READ 180 programs' potential for improving students' literacy learning, or perceptions of administrative support. However, from the open-ended responses, two classroom practices were identified as most useful, small-group instruction and computer-assisted instruction, while independent reading and whole-group instruction were identified as least useful. The two strategies that were identified by teachers as most helpful and most needed for administrative staff were access to supplies as most helpful and scheduling and monitoring of students as most needed. The findings of the study led to implications for practicing teachers, administrators, and researchers.
Author:
Publisher: Public Policy Instit. of CA
ISBN:
Category :
Languages : en
Pages : 24
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