Academy of READING® Impact on Student Achievement in Extended Learning Program

Autor/in	Palmer, Latrasha Lorraine
Titel	Academy of READING® Impact on Student Achievement in Extended Learning Program
Quelle	(2017), (153 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-7229-4
Schlagwörter	Hochschulschrift; Dissertation; Program Effectiveness; Reading Programs; Reading Achievement; Middle School Students; Grade 8; Response to Intervention; Benchmarking; Scaling; Scores; Criterion Referenced Tests; Public Schools; Rural Schools; Sex; Socioeconomic Status; Evidence Based Practice; Computer Assisted Instruction; At Risk Students; Statistical Analysis; Comparative Analysis; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Scale construction; Skalenkonstruktion; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Geschlecht; Geschlechtsverkehr; Socio-economic status; Sozioökonomischer Status; Computer based training; Computerunterstützter Unterricht; Statistische Analyse
Abstract	The purpose of this casual-comparative study was to assess the effectiveness of Academy of READING® (AOR) on eighth grade Response to Intervention students using third nine-week benchmark scaled score and Criterion Reference Competency Test scaled score. The data collected from a public middle-school in rural Georgia revealed how student achievement, gender, and socioeconomic status were impacted by AOR. AOR participants, the treatment group, received 45 minutes of research-based computer intervention while the control, non-participating AOR, did not receive computer-based instruction during extended learning. This study compared differences in the mean scaled scores for at-risk students using an independent samples t-test. The findings for this research study indicated AOR participants' third nine-week reading benchmark scores were slightly higher than non-participating AOR. No significant differences were revealed between third nine-week reading benchmark based on gender. High SES AOR participants scored slightly higher than low SES AOR participants although the sample size was small. Non-participating AOR participants' student achievement outcomes were marginally higher than AOR participants on the CRCT. The researcher concludes that Academy of READING® did not impact student achievement. Furthermore, the researcher recommends that this study be replicated for a longer period with students from different ethnicities, more diverse economic population, and provide more feedback from students and teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01