A Mixed Method Analysis of Leveled Literacy Intervention with Second Grade Students in an Urban Midwest Public School

Autor/in	Glass, Angela
Titel	A Mixed Method Analysis of Leveled Literacy Intervention with Second Grade Students in an Urban Midwest Public School
Quelle	(2018), (175 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-2095-7
Schlagwörter	Hochschulschrift; Dissertation; Fidelity; Program Implementation; Identification; Grade 2; Public Schools; Early Intervention; Reading Difficulties; Urban Schools; School Districts; Achievement Gap; Reading Programs; Literacy Education; Reading Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Identifikation; Identifizierung; School year 02; 2. Schuljahr; Schuljahr 02; Public school; Öffentliche Schule; Reading difficulty; Leseschwierigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Leseunterricht
Abstract	Early identification and intervention for struggling readers increased the likelihood of students identified as proficient; ultimately leading to future success. The researcher sought to evaluate the Leveled Literacy Intervention (LLI) program in a Midwest urban school district, to help close the achievement gap between students' reading levels and students reading on grade level. The purpose of the study was to investigate the difference in STAR reading scaled scores between struggling 2nd grade students who received LLI and peers who did not receive LLI. The researcher also examined the possible relationship between the increase in students' literacy skills and fidelity of implementation of LLI. Finally, the researcher examined the perception of LLI teachers and School Leadership Team (SLT) members on the implementation of LLI. The researcher selected a mixed-methods approach and analyzed qualitative and quantitative data, including LLI teacher survey data, LLI teacher and SLT member interview responses, fidelity of implementation tool, and pre- and post-STAR reading scaled scores to determine a possible increase in struggling students' literacy skills. The results of the study showed no statistical difference between the LLI students and the non-LLI students. Furthermore, the study indicated no relationship existed between student outcomes and fidelity of implementation. However, the study revealed teachers who implemented LLI with fidelity, LLI teachers, and SLT members believed students' literacy skills improved. As a result, the researcher recommended further studies on the implementation of LLI in urban settings. [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