Increasing Reading Skills in Rural Areas: An Analysis of Three School Districts

Autor/in	Stockard, Jean
Titel	Increasing Reading Skills in Rural Areas: An Analysis of Three School Districts
Quelle	In: Journal of Research in Rural Education, 26 (2011) 8, (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Control Groups; Rural Schools; Rural Areas; Effect Size; Reading Skills; Rural Education; Elementary School Students; Teaching Skills; Primary Education; Reading Instruction; Reading Achievement; Achievement Gains; Elementary School Curriculum; Curriculum Design; Cohort Analysis; Comparative Analysis; State Standards; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Reading skill; Lesefertigkeit; Ländliche Erwachsenenbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Primarbereich; Leseunterricht; Leseleistung; Achievement gain; Leistungssteigerung; Lehrplangestaltung; Kohortenanalyse
Abstract	Reviews of research on rural education suggest that identifying ways to help rural schools improve teachers' pedagogical skills should be a high priority. This article addresses this issue by examining changes in reading skills through the primary grades of students in three rural, Midwestern districts that occurred after the implementation of a highly structured and explicit reading curriculum (Reading Mastery) with implementation-associated support and guidance. Using a cohort control group design, reading skills of students who had the curriculum from the beginning of kindergarten (full exposure cohorts) were compared with those of students who began the curriculum in later years. By the middle of kindergarten, those in the full exposure cohorts had significantly higher DIBELS scores than students in the other cohorts and scores that were equal to or higher than a national sample. Differences remained strong and significant through grade 3, and effect sizes generally surpassed usual standards of educational significance. Data were available on scores on state reading examinations for fourth graders in one of the districts, and similar results were found. The findings illustrate how rural districts in a sparsely populated state can support teachers' pedagogical development and how this support can translate into higher student achievement. (Contains 8 tables.) (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10