A Causal-comparative Study of Reading Achievement of Third-year Students in the Cheyenne-Eagle Butte System for the 1971-72 School Year PDF Download
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Author: Trula Fields
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 108
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Author: Trula Fields
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 108
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Author: Hamilton Smith
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 134
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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: Roger D. Wrisberg
Publisher:
ISBN:
Category : Class size
Languages : en
Pages : 88
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Author: Juanita Ellen Jones
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 284
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Author: Judith A. Reeves
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 128
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Author: Teresa M. Young
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 74
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Author: Jenny Elisa Washington
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 144
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Reading below grade level in the third grade is a serious issue that too many students are facing. If struggling readers do not improve their reading skills prior to entering the fourth grade, they risk academic failure and limited success in the future. It is important, therefore, to get students who are not reading on grade level back on track as soon as possible. The purpose of this quantitative causal-comparative study was to determine the effectiveness of tutoring for improving the reading skills of third graders. A sample population of 2,565 third graders from 43 Title I elementary schools in a large rural school district in Southeastern North Carolina participated in this study. Deindentified data for the participants were collected from the school district’s Associate Superintendent for Evaluation and Testing. The descriptive statistics was computed for each tutoring group using SPSS. This causal-comparative research design also used a two-way ANOVA in SPSS to examine the reading achievement scores on the North Carolina READY English Language Arts/Reading Assessment for the sample population for the beginning and end of the 2016-2017 school year. All three of the tutoring comparison groups of students served as treatment groups and control groups for the others. The researcher examined the following research question: Is there a difference among the reading achievement scores of male and female third grade students who participate in one-to-one tutoring, small-group tutoring, or large-group tutoring? It was determined that there was a statistically significant difference in the mean reading scores between the third graders participating in one-to-one, small-group and large-group tutoring. There was not a statistically significant difference in mean reading scores between females and males. There was a statistically significant interaction between gender and tutoring type for the difference in the BOG and EOG Reading Scores. This study was important because the results could provide educators with information for improving students’ reading skills through tutoring. Recommendations for further research based on the results of this study could include: to find out if an achievement gap remains after tracking the literacy competency levels of the participants in this study as they matriculate through school , conducting a mixed-methods study to examine the literacy skills that are being taught by third grade teachers whose students perform at or above grade level on the North Carolina READY English Language Arts/Reading Assessments for grade 3 (End-of-Grade 3 (EOG 3)) versus third grade teachers whose students do not perform at or above grade level, conducting a mixed-methods study to examine the literacy skills that are being taught by second grade teachers in the district whose previous students perform at or above grade level on the North Carolina READY English Language Arts/Reading Assessments for grade 3 (Beginning-of-Grade 3 (BOG 3)) versus second grade teachers whose students do not perform at or above grade level, and extend this study to include other school districts to determine if the results would be similar.
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: Jenny McGown
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages :
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Purpose The purpose of this journal-ready dissertation was to examine the extent to which degree of economic status, gender, and ethnicity/race are related to the reading achievement of Texas elementary school students. The first purpose was to analyze the degree to which differences exist in reading performance by degree of economic disadvantage for elementary school students. A second purpose was to examine the extent to which differences are present in reading performance between boys and girls in elementary schools. Finally, a third purpose was to determine the extent to which differences are present in reading performance for four different ethnic/racial groups (id est, Asian, White, Hispanic, and Black) of elementary school students. Archival data from the Texas Education Agency Public Education Information Management System was analyzed to make these determinations. A multiyear statewide analysis of academic performance of the state-mandated reading assessments in Grade 3 was used to determine the degree to which trends were present in reading performance by economic status, between boys and girls, and among different ethnic/racial groups. Method A causal-comparative research design was used in this quantitative study. Grade 3 STAAR archival data were obtained for the 2012-2013 through the 2014-2015 school years. Each of the three Reporting Categories was analyzed to determine if differences existed by degree of economic status, gender, and ethnic/racial groupings. Additionally, the percentage of students meeting the Level II Final Satisfactory Performance Standard was analyzed to determine progress in closing historic achievement gaps. Findings Students who were extremely poor had statistically significant lower average scores than students who were moderately poor on the Grade 3 STAAR Reading assessment. Both groups of students in poverty had lower reading scores than students who were not poor. Boys had statistically significantly lower average scores than girls in all reporting categories. Trends present across ethnic/racial groups were that Hispanic and Black students had statistically significantly lower average scores than Asian and White students and Black students had the statistically significant lowest average scores. Results were congruent with the existing literature regarding economic status, gender, and ethnicity/race as factors influencing literacy.
Author: Frances B. Lister
Publisher:
ISBN:
Category :
Languages : en
Pages : 76
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