Author: Roger D. Wrisberg
Publisher:
ISBN:
Category : Class size
Languages : en
Pages : 88
Book Description
A Causal-comparative Study of the Influence of Class Size and Instructional Method on the Reading Achievement of Third Grade Students
Author: Roger D. Wrisberg
Publisher:
ISBN:
Category : Class size
Languages : en
Pages : 88
Book Description
Publisher:
ISBN:
Category : Class size
Languages : en
Pages : 88
Book Description
A Causal-comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-grade Students in Title I Elementary Schools
Author: Hamilton Smith
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 134
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.
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 134
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.
Master's Theses Directories
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 488
Book Description
"Education, arts and social sciences, natural and technical sciences in the United States and Canada".
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 488
Book Description
"Education, arts and social sciences, natural and technical sciences in the United States and Canada".
A Causal Comparative Study on the Effects of Accelerated Reader
Author: Terry Furr Griffin
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 198
Book Description
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.
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 198
Book Description
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.
A Comparative Study of the Effects of a Differentiated Instruction Model on the Reading Achievement of Third Grade Students
Author: Janice S. Parsons
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 152
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 152
Book Description
Investigation of Differences in STAR Reading Scores for Second- and Third-Grade Students Who Received Differentiated Reading Instruction
Author: Elizabeth Hearn
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages :
Book Description
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.
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages :
Book Description
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.
Comparative Study of the Relationship of Small Class Size to Mathematics and Reading Achievement for Third Grade Students
Author: Kimberly W. Stanley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 86
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 86
Book Description
Resources in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 356
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 356
Book Description
Reading first impact study
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 12
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 12
Book Description
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
Book Description