Evaluation of Knowledge-Building Curriculum in Mitigating the Underachievement of Students from High-Poverty Homes in the Area of Reading Proficiency

Autor/in	Coleman, Amanda Elise
Titel	Evaluation of Knowledge-Building Curriculum in Mitigating the Underachievement of Students from High-Poverty Homes in the Area of Reading Proficiency
Quelle	(2022), (155 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, William Woods University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-2222-9
Schlagwörter	Hochschulschrift; Dissertation; Reading Achievement; Reading Instruction; Poverty; Achievement Gap; Low Income Students; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Knowledge Level; Curriculum Implementation; Curriculum Design; Low Achievement; Reading Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseleistung; Leseunterricht; Armut; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Wissensbasis; Lehrplangestaltung; Unterdurchschnittliche Leistung; Reading skill; Lesefertigkeit
Abstract	This study examined the impact of knowledge-building curricula on raising reading achievement for students from high-poverty backgrounds. The overall purpose of the study was to contribute to our understanding of curricula that may be effective in closing achievement gaps for students from lower socioeconomic backgrounds compared to non-impoverished peers. Research questions examined differences in reading achievement on state-wide summative reading assessments for low-income children in grades fourth through eight over the assessment years 2015 to 2019 attending districts implementing knowledge building curricula and compared to matched control districts not implementing knowledge-building curricula for statistical significance. Publicly available summative state ELA assessment data from eleven separate school districts across three American states were examined. Four separate knowledge-building curricula were utilized in the six experimental districts. Research results indicated statistically significant differences in reading achievement for students attending school districts implementing knowledge-building curricula across the implementation years and compared to matched controls in twenty-two of twenty-seven comparisons. Overall, study indicate exposure to knowledge-building curricula results in improved reading achievement for students who are economically disadvantaged, with promising implications for educators and curriculum writers in providing adequate content and instruction to close nation-wide achievement gaps. [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	2024/1/01