Dissertations / Theses: 'Student reading'

1

Lottes-Bishop, Laura Theresa. "Student Success and Reading Comprehension." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1225.

Full text

Abstract:

Nursing administrators are exploring interventions to increase student retention rates in order to decrease college costs, improve faculty effort and time developing courses, decrease administrative resources, and to continue their accreditation. The purpose of this study was to determine whether or not there was a correlation between the Test of Essential Academic Skills (TEAS) reading comprehension scores, American College Test (ACT) reading comprehension scores, Comprehensive Computer-Adaptive Testing (COMPASS) reading comprehension scores, and the cumulative college grade point average (GPA) of the first-year nursing student. The theoretical foundation for this study was Tinto's retention theory, which claims that students' past academic performance predicts retention. A correlation approach within a cross-sectional nonexperimental design was used by analyzing data from admission testing and the first-year cumulative GPA from 151 associate degree nursing students from a private college in the Southeast Missouri area. According to study results, there was no correlation between GPAs and reading comprehension scores. Additionally, ACT, TEAS, and COMPASS reading comprehension scores did not correlate with student retention rates. Administrators in the associate degree nursing program can use the results of this study to determine what interventions might determine the success of the first-year nursing student. Positive social change will result from a more diverse set of admission criteria for acceptance into the program and will assist the admissons committees to find the best candidates for the program.

APA, Harvard, Vancouver, ISO, and other styles

2

Kirk, Judy A. "Student 'belief effects' in remedial reading." Thesis, University of Canterbury. Education, 2001. http://hdl.handle.net/10092/5444.

Full text

Abstract:

This study investigated the word recognition difficulties, the strategies used for word recognition and the self-beliefs about their ability to read and their reading behaviours, of six severely reading disabled Year Nine and Year Ten adolescents in a New Zealand coeducational, secondary school. Each student was given a year long, individualised, one-on-one reading programme, which taught phonological processing skills, letter-sound knowledge and the strategies to apply and monitor the application of their letter-sound knowledge. The programme also encouraged the students to adopt or maintain very positive self-beliefs about their ability to decipher words and the effectiveness of applying the strategies they were being taught consistently, persistently and with the flexibility to change if their initial attempts were unsuccessful. Reading disabled adolescents who experience continual failure are said to come to believe that they do not have the ability to succeed; do not have control over their progress. As a result they do not believe that with effort they can achieve. They become passive learners with a range of avoidance behaviours. They become learned helpless. As a consequence they fail to generalise the skills, knowledge and strategies they possess to new tasks. When they entered the programme the participating students had difficulty deciphering most words of two or more syllables. They used incomplete and inaccurate letter information both in their attempts to decipher unfamiliar words and when deciphering one and two syllable, high frequency words that they had read correctly on previous occasions. In addition each had difficulty integrating contextual meaning with letter information as they read. The study has shown that each student had their own particular pattern of beliefs about their ability to read and the reading strategies they used. Some students held a mastery pattern of beliefs. They made accelerated progress of up to three age equivalent years in word recognition in the year. They were very optimistic about their ability to read and would tackle text that was, for them, very difficult to decipher. They were consistent and persistent in applying the strategies. Those students who made the most progress learned to be flexible and change their strategy use if they were initially unsuccessful. The students who held maladaptive patterns of beliefs made progress of only one age equivalent year or less. The learned helpless students increased their beliefs in the effectiveness of the programme teaching as the year progressed. But they formed and changed their beliefs about their ability to decipher as a result of their classroom experiences. When they changed their beliefs about their ability, they changed their reading behaviours in terms of the programme teaching, because they believed in its effectiveness. They became more consistent and persistent in their use of the strategies they were being taught. One student with a maladaptive pattern of beliefs was not learned helpless but instead held too high a belief in the effectiveness of his reading strategies. This led to a dysfunctional pattern of repeatedly reapplying them. The study concluded, first, that the severe reading problems the participating students had resulted from their difficulties with using accurate and complete letter-sound information and their difficulties with integrating this information with the use of contextual meaning to decipher words. These students were capable of using strategies successfully. Whether each student's achievement gains were accelerated or more limited depended on their reading self-beliefs about their ability and their strategy use. Second, the study concluded that it is effective to teach a comprehensive programme for word recognition which includes teaching letter-sound information and the strategies to apply this letter sound knowledge and encourages the students to hold positive self-beliefs about their ability to decipher words and their strategy use. It is important that such a programme is run for sufficient time to allow changes in ability beliefs and beliefs about strategy use, time for these changes in beliefs to result in changes in strategy use and time for the changes in strategy use to result in changes in rates of achievement. It is suggested that good liaison between the classroom teacher and the remedial teacher, encouraging students to believe they had control over their learning and using stimulating reading material can be used to hasten changes in ability beliefs and motivation to read.

APA, Harvard, Vancouver, ISO, and other styles

3

Dawkins, Lakeshia Darby. "Factors Influencing Student Achievement in Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3601.

Full text

Abstract:

The purpose of this study was to understand the reasons, as perceived by elementary school teachers at the target Title I school, for low student achievement in reading. The conceptual framework that guided this study was the ecological theory that postulates that students' academic achievement is influenced by several subsystems that affect human growth and development: microsystems, mesosystems, exosystems, macrosystems, and chronosystems. Four research questions guided this study. The questions investigated teachers' perceptions of how effective classroom practices, differentiated instruction, professional development, and parental involvement influence student achievement in reading. Participants included 9 elementary school ELA teachers. Data collection included audiotaped interviews, classroom observations, and the examination of teacher lesson plans. Data were manually coded and organized into 7 themes. The themes were: back to basics, reading practice, classroom environment, meeting students' needs, professional development, communication, and home environment. The data indicated that the teacher participants believed that there is a need for increased parental involvement in reading. Parental involvement and the home environment were listed as two of the most important factors in student achievement in reading. Based on the research findings, a 3-day teacher facilitated family literacy program was developed. The goal of the program is to equip parents with resources and strategies to facilitate the reading achievement of their children at home. Increased parental involvement has the potential to positively affect student achievement in reading, which can bring about positive social change for families and teachers.

APA, Harvard, Vancouver, ISO, and other styles

4

Amspaugh, Leigh Ann. "Effects of Student Choice on Delayed Reading Comprehension and Reading Fluency Across Three Reading Interventions." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155528364333277.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Fransen, Shelly Lynette. "A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3598022.

Full text

Abstract:

High quality student engagement activities are essential if students are to be successful learners. Over the years, many instructional strategies and models have been devised to encourage teachers to develop student engagement activities that result in high achievement. The Reading First Model initiative was introduced as a part of the No Child Left Behind legislation and was implemented in hundreds of schools across the United States over the last twelve years. Yet, in 2009, federal funding for Reading First was eliminated. The purpose of this study was to determine the correlation between student achievement on the Missouri Assessment Program (MAP) and discipline referrals for classroom disruption in classrooms that practiced the key components of the Reading First Model. Eight schools that had implemented the Reading First Model were randomly selected from various Regional Professional Development Centers in Missouri. A survey was distributed to the principals of the selected schools, and MAP data were examined. The study showed there was not a correlation between increased student achievement on the MAP and participation in the Reading First Model. The research did suggest a high correlation between decreased discipline referrals for classroom disruption and increased student achievement on the MAP in schools continuing to follow key components of the Reading First Model. Research also suggested a high correlation between the student engagement component of the Reading First Model and decreased discipline referrals for classroom disruption.

APA, Harvard, Vancouver, ISO, and other styles

6

Gold, Anna. "Teaching reading to a multicultural student base." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Gold_Anna%20%20MITthesis%202007.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Yeigh, Maika J. "Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1786.

Full text

Abstract:

Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.

APA, Harvard, Vancouver, ISO, and other styles

8

Clements, Jami Beth. "The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642577.

Full text

Abstract:

The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district’s student population.

APA, Harvard, Vancouver, ISO, and other styles

9

Clements, Jami Beth. "The Impact Of The Balanced Literacy Approach In Reading Instruction On Student Reading Motivation And Reading Competence." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092023.

Full text

Abstract:

The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district's student population.

APA, Harvard, Vancouver, ISO, and other styles

10

Cooper, Kenneth Charles. "Examining student conceptualisations of and attitude toward the reading process and reading assessment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0005/NQ38872.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Wiggs, Christine Elizabeth. "Understanding Reading Through the Eyes of Third-Grade Struggling Readers." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/598.

Full text

Abstract:

AN ABSTRACT OF THE DISSERTATION OF CHRISTINE E. WIGGS, for the Doctor of Philosophy degree in EDUCATION, presented on October 19, 2012, at Southern Illinois University Carbondale. TITLE: UNDERSTANDING READING THROUGH THE EYES OF THIRD-GRADE STRUGGLING READERS MAJOR PROFESSORS: Dr. Marla H. Mallette / Dr. Lynn C. Smith Within the vast research base on struggling readers, very few studies address the nature of struggling readers from their own perspectives; that is, how struggling readers experience reading instruction. The purpose of this qualitative case study research was to gain a deeper understanding of how three third-grade struggling readers viewed themselves as readers and how they experienced reading instruction in their classroom setting. In turn, this study captured their realities of being a struggling reader from their own perspectives. Data sources included measures of reading affect (i.e., attitude, motivation, and self-perception), interviews, classroom observations, work samples, records, and drawings. Data for each of the three cases were first analyzed separately using Boeije's (2010) Spiral of Analysis model, and then through a cross case analysis. In looking across the three cases, the unique and complex perceptions of each student were situated in three broad similarities: (a) their perceptions of reading centered on the idea that reading is about hard words, (b) their perceptions of themselves as struggling readers revealed their internal struggles, and (c) their sensitivity to the social in their perceptions of others' perceptions of them. The findings capture the important and often missing voice of the students, a major stakeholder in their own education, which leads to educational implications for reading instruction.

APA, Harvard, Vancouver, ISO, and other styles

12

Li, Chun-ling. "Improving student reading motivation through web-based technologies." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40039857.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Li, Chun-ling, and 李振凌. "Improving student reading motivation through web-based technologies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40039857.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Borgia, Laurel, Carol Owles, Kylee Merendino, and Edward J. Dwyer. "Terrific Teaching Tips: Affective Reading Empowers Student Response." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3369.

Full text

Abstract:

As educators, we are faced with the challenge of creating an effective classroom environment that stimulates creativity and fosters student learning through effective instruction. To assist teachers in meeting this challenge, this column provides information about current resources, programs, techniques, and strategies that teachers are using in their classrooms. By sharing these ideas, it is IRCJs hope to foster teacher growth and energize teacher performance.

APA, Harvard, Vancouver, ISO, and other styles

15

Robinson, Nancy Reed. "Fostering Student Independent Behaviors During Reading Recovery Lessons." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27163.

Full text

Abstract:

This instructional study of fostering student independence while teaching them to read revealed how first grade students develop independent reading behaviors during their 18-22 weeks of instruction. The observations were made of three Reading Recovery teacher/student dyad behaviors during three videotaped lessons; one in the beginning of instruction, one near the middle of instruction and the last just before the students discontinued from their respective programs. Individual units of reading behaviors were identified and labeled as assisted, assisted dependent, assisted independent, or independent based on specific behaviors observed when miscues occurred. The questions guiding the study were directed at student behaviors, teacher behaviors, and student changes over time. The data collected comprised transcripts of the taped sessions, daily lesson plans, running records, and results from scheduled Observation Survey assessments. The concept of independence was discussed as (1) a disposition for independence, (2) functional independence, (3) independence as a self-regulatory behavior, and (4) examples of how children contribute to and extend their learning independently. When they began, the students, Title I students, were among the bottom 10% of readers in their classrooms. When they discontinued (graduated), they functioned as average readers in their classrooms. When the students were assessed again in June after Reading Recovery lessons had ended, they had maintained their gains. In addition each student had acquired an expanding disposition of independence that is expected to be maintained as learning continued. The findings suggest that fostering independence in tutorial settings accelerates learning and enables students to become average readers.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

16

Wierszewski, Emily Ann. "A Readerly Eye: Teachers Reading Student Multimodal Texts." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1281183575.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Hood, Nicholas Robert. "Under which conditions does reading attitude most influence reading achievement?" Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/339022.

Full text

Abstract:

Educational Psychology
Ph.D.
Reading is an essential skill for academic and workforce success; however, recent data-driven accountability initiatives have led to schools’ overreliance on reading achievement data for tracking and placement purposes. Such limited data do not give a comprehensive representation of the reader, and instructional decisions based on this narrow view can undermine students’ motivation and weaken achievement. Attitude has been associated with achievement, but using reading attitude data could be more useful if the relationship between reading attitude and reading achievement were better understood. This study sought to expand on the reading attitude-reading achievement relationship by exploring specific teacher and student gender related conditions. The study culminated in investigation of the strength of the relationship between reading attitude and reading achievement for girls and boys with gender matched and unmatched teachers. The findings revealed that reading attitude only predicted reading achievement for students with gender matched teachers. The strongest link was for boys taught by male teachers.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

18

Croston, Brian. "AN INVESTIGATION OF THE RELATIONSHIP BETWEEN STUDENT READING INTEREST AND TEACHER SELECTED NOVELS." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1122664868.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Hamel, Frederick L. "Teacher understanding of student understanding : three teachers thinking about their students reading literature /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7853.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Henson, Kelli S. "Assessing Student Reading Progress: A Comparison of Generic and Basal Curriculum-Based Reading Probes." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0001074.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Kubitza, Andy James. "Using standardized test reading comprehension software to improve student academic achievement in reading comprehension." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3262.

Full text

Abstract:

The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based.

APA, Harvard, Vancouver, ISO, and other styles

22

Mayer, Jill A. "An analysis of at-risk rural Wisconsin high school student deficient reading skills and the potential of students to drop out of high school." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009mayerj.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Pawlaczyk, Stephanie A. Mrs. "A CASE STUDY OF FIRST GRADE STUDENT USE OF SILENT READING TIME." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1150896837.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Camden, Keely. "An analysis of word structure knowledge in preservice teacher preparation programs." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5517.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains vii, 132 p. Includes abstract. Includes bibliographical references (p. 105-114).

APA, Harvard, Vancouver, ISO, and other styles

25

Eliason, Bert. "Effects of Accelerated Reader on student attitudes toward reading /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190515.

Full text

Abstract:

Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-159). Also available for download via the World Wide Web; free to University of Oregon users.

APA, Harvard, Vancouver, ISO, and other styles

26

Simmons, Andrea O. D. "The Impact of Instructional Leadership on Student Reading Success." Thesis, University of South Alabama, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13856497.

Full text

Abstract:

Knowing how to promote the literacy success of all students can be elusive to those aspiring to be school leaders and/or principals. The purpose of this study was to identify the perceived instructional leadership behaviors of principals in schools that experience success in reading on standardized tests. The researcher studied these behaviors by examining school principals’ instructional leadership as identified by the Professional Standards for Educational Leaders and the Principal Instructional Management Rating Scale. Student reading proficiency was measured using the ACT Aspire proficiency rating score.

Perceptions of principals were gathered from nine principals and 109 teachers in elementary schools in a district in the southeastern region of the United States. The study was a non-experimental, descriptive, mixed methods research design to identify principals’ leadership behaviors and to determine whether there was a relationship between leadership behavior and student reading proficiency.

A strong positive correlation was found between principal instructional leadership and reading performance on the ACT Aspire, r = 0.722, p = 0.018. Principals substantiated these findings with responses to interview questions that aligned to the leadership dimensions examined in the study. Their responses revealed that they implement research-based instructional leadership strategies on a regular basis. Findings also provide confirmation of the widely held assumption that principals are the “difference-makers” in reading achievement in their schools. Further, the findings from this study add to the literature by linking instructional leadership behaviors to student reading achievement. The researcher presents an implementation plan to provide principals with training on the instructional leadership behaviors needed to positively impact student reading achievement. The implementation plan may be customized to meet the needs of any organization.

APA, Harvard, Vancouver, ISO, and other styles

27

Pittman-Windham, Shonda Patrice. "Addressing Gaps in Student Reading: READ 180 Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1368.

Full text

Abstract:

Students are reaching middle school 2 or more years behind in reading ability. As a result, they are unable to meet state testing standards. In 2007, the READ 180 program was implemented at an urban middle school in Virginia to address the reading gaps of these middle school students. The purpose of this sequential mixed-method program evaluation was to analyze the reading success of 30 READ 180 students and the perceptions of 4 teachers who taught the READ 180 curriculum. The theoretical framework that served as a basis for this study was Vygotsky's zone of proximal development, which holds that independent thinking is facilitated by developmentally-appropriate instruction. Research questions examined the strengths and weaknesses of the program and its effectiveness on helping the students improve their reading ability. Student scores from the program assessments were examined using a paired samples t test and by comparing central tendencies. An analysis showed a 15% increase in students' SRI pre- and posttest scores, noting that 6.67% of students passed the reading SOL. Themes from the teacher interviews indicated that the teachers perceived the training to be sufficient and that the materials and technology were authentic; however, updated curricula materials were needed. The quantitative and qualitative research data were used to generate an evaluation report to share explicit research findings with the school division and parents about the programs' successes and needs for improvement. Social change was supported by evaluating a reading intervention program designed to increase middle school students' reading ability.

APA, Harvard, Vancouver, ISO, and other styles

28

Perkins, Gwendolyn Moseley. "The Relationship between Teacher Attrition and Student Achievement in Reading among Middle School Students." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011806/.

Full text

Abstract:

The purpose of this study was to determine whether a significant relationship existed between teacher attrition and student success in middle school reading by conducting a quantitative analysis. Additionally, the inclusion of school demographic characteristics were included in the model to consider previous findings referencing the challenges schools face in attracting and retaining teachers in low performing urban schools with high populations of economically disadvantaged and minority students. In this analysis, the relationship between teacher attrition and student achievement in middle school as measured by the State of Texas Assessments of Academic Readiness (STAAR) for reading among middle school students in Grades 6, 7, and 8, as reported on the Texas Academic Performance Reports (TAPR), were examined. The regression models used to analyze the three research questions addressed in the study include an examination of teacher attrition on campus pass rates, and grade level pass rates for sixth, seventh, and eighth grades as measured by the STAAR Reading assessment. The data utilized in this study were collected from seven North Texas middle schools in a fast growth school district together with their comparable campuses as identified by the Texas Education Agency for the school years 2013-2014 through 2015-2016. The results of the analysis indicate teacher attrition accounts for a significant variance in STAAR Reading pass rates among middle school students. Additionally, the school demographic characteristics defined as percentage economically disadvantaged, percentage English language learners, mobility rates, and percentage white students account for 83.4% of the variance in the average campus pass rates for STAAR Reading when combined.

APA, Harvard, Vancouver, ISO, and other styles

29

McGaha, Julie Marie. "Student perceptions of reading motivation in a voluntary summer reading program a mixed methods dissertation /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424401/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Curry, Shara B. "A multi-case examination of preservice teachers' perceptions of reading and the teaching of reading." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027094.

Full text

Abstract:

The purpose of this multi-case investigation was to identify the perceptions of preservice teachers about reading and reading instruction as they began reading methods courses and to determine any changes in these perceptions that occurred during the undergraduate teacher education program. The goal of this research was to accumulate classroom and field-based data that would help to build a better understanding of why preservice teachers believe the way they do, what types of experiences are needed in the undergraduate reading programs to impact change, and how and when changes manifest themselves. The research concentrated on preservice teachers participating in two required reading methods courses and their student teaching placements. The influence of their background in learning to read, the methods courses, the cooperating teachers, and the professor on the perceptions of preservice teachers were investigated. Three groups of individuals provided information for this study:14 student participants, 17 teacher participants, and 3 key informants. The data collection process was divided into two phases based on the college curriculum schedule. The participant pool was narrowed at the end of the first phase, with 3 key informants chosen to allow for a more in-depth examination of the accumulating data. Several data sources contributed to this study. These included artifacts, such as reflective forms and lesson plans, the score resultsfrom DeFord's Theoretical Orientation to Reading Profile, field notes from observations, and transcripts of interviews. Findings from the data provided evidence that perspectives do guide the practices of preservice teachers and that these perspectives are open to change. The perspectives of the preservice teachers were affected by the Developmental Reading course and the cooperating teachers. As the preservice teachers were encouraged to reflect about previously held beliefs and the new information they were acquiring from courses and field experiences, they formed their own perspectives. Implications for the educational community were inferred and recommendations made for future research.
Department of Elementary Education

APA, Harvard, Vancouver, ISO, and other styles

31

Geiges, Beth J. "Pedagogy for Reading in Rural Alaska| The Effect of Culturally Relevant Reading Materials on Student Reading Achievement in Chevak, Alaska." Thesis, University of Alaska Fairbanks, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685938.

Full text

Abstract:

This study used Culturally Relevant Reading materials (CRRM) with a proprietary, culturally relevant pedagogy for Reading. It was focused on results in Reading Achievement, both reading fluency and comprehension, involving 7^th and 8^th grade students in a twelve (12)-week program of Reading Language Arts. It was an exploratory sequential mixed methods study using a quasi-experimental design, with two student groups, A and B, experimental and control respectively. The results are situated within cultural expert views of Native perspectives on reading from the community as well as student surveys on motivation.

Results from the study indicate that student achievement in Reading using the CRRM program, as measured by standardized tests, namely Edformation’s AIMSweb® (2002) tests of both R-CBM and MAZE, met with similar results in student Reading achievement using a Western curricular program. Both control and experimental groups in the quasi-experimental, exploratory sequential mixed methods study showed significant growth in Reading achievement in both fluency and comprehension, on standardized tests over a 12-week interval.

Results from the study showed students in the CRRM program showed no significantly greater growth in reading comprehension or fluency during the study, as measured by AIMSweb® tests of MAZE and R-CBM. Student survey results showed increases in student motivation to read, enjoyment of reading class, and desire to read CRRM. Written questionnaires from community members outlined criteria for student success in reading.

The results indicate that Alaska Native culturally relevant materials and teaching techniques can be used interchangeably with Western curricular materials in Alaska Native village schools with expectation of similar success in student Reading achievement. Students are eager to have CRRM in Language Arts classes, and the community is encouraged by the promising results.

APA, Harvard, Vancouver, ISO, and other styles

32

Lewis, Susan Carol Salyer. "Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1074.

Full text

Abstract:

The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive Assessment Program (TCAP) for sixth-grade students. The four reading methodology groups were: developmental reading, literature-based reading, Accelerated Reader program, and Accelerated Reader program with vocabulary study. The sample included 236 students in one middle school located in Northeast Tennessee during the 2004-2005 school year. Comparisons were made using TCAP criterion-referenced test reading/language arts scores, TCAP proficiency levels for content, meaning, and vocabulary categories for 2005, and pretest and posttest scores on the student assessment of reading. Data were analyzed using the Statistical Package for the Social Sciences (SPSS). The findings indicated significant differences in the reading methodology groups. The developmental group performed much lower than the other three groups. The literature-based group performed much higher than the other groups. Even when the analysis of the gain scores showed no statistical difference among groups, the literature-based group had the largest gain. The students in this study exceeded the state's annual goal of scoring 80% proficient or higher. The literature-based group and both Accelerated Reader groups exceeded the goal by achieving 90% on proficiency levels, whereas the developmental group failed to meet the state's goal in content and meaning but met the goal for vocabulary. Overall, the Accelerated Reader and Accelerated Reader with vocabulary groups were similar across all dependent variables.

APA, Harvard, Vancouver, ISO, and other styles

33

Cavallo, Fernando. "Predicting Student Responsiveness to Fast ForWord Using DIBELS Subtests." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/163401.

Full text

Abstract:

School Psychology
Ph.D.
The current study was completed through a retrospective analysis of school records of elementary school students in the Northeast Region of the Philadelphia School District (PSD) who have participated in the Fast ForWord (FFW) Language program. The data requested from student records included: demographic information (e.g., gender, grade,age, ethnicity, disability, and special education status), DIBELS scores, and FFW completion and participation variables. The current study set out to determine if DIBELS scores can predict student performance or mastery level on the FFW program. A total of seven individual FFW variables (percent of completion for each activity) and five overall FFW variables (percent complete, participation level, attendance level, total days to complete, and successful performance) served as the outcome variables. Frequency distributions, Pearson correlations, an ANOVA, and a standard multiple regression were used to determine the relationships of demographic variables among predictor and outcome variables as well as the predictive power of the DIBELS test scores. Results of the standard multiple regression analysis failed to yield significant results in the ability for either DIBELS raw or benchmark scores to predict performance on the FFW reading program. The current study highlighted that in the real-life conditions of a large, urban public school system, DIBELS seems to have very little, if any, predictive abilities specific to designating students appropriately to an intensive, costly, and time-consuming intervention program. It is hoped that the information presented in this study will stimulate some positive discussion and changes in the assessment and referral processes currently being widely employed across American schools in order to better serve and educate American children that demonstrate symptoms of early reading deficits.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

34

Andrews, Jill Lambert. "Teacher certification, teaching style, and student achievement in Arizona charter schools." Lynchburg, Va. : Liberty University, 2004. http://digitalcommons.liberty.edu.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Fien, Francis J. "An examination of school and individual student level predictors of successful reading and reading related outcomes for kindergarten and first grade students : a comparison of two models of schoolwide reading reform /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3147819.

Full text

Abstract:

Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-127). Also available for download via the World Wide Web; free to University of Oregon users.

APA, Harvard, Vancouver, ISO, and other styles

36

Parker, Cynthia T. "An evaluation of student reading attitudes : does ability affect attitude? /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/parkerc/cynthiaparker.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Guerra-Castaneda, Jessica Loraine. "R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics." Thesis, Texas A&M University - Corpus Christi, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737730.

Full text

Abstract:

The mathematical achievement for United States? students is a continuing concern; a concern that has existed for more than 20 years (Kornell, 2012; Smith, 2002). A reality exists that students are often baffled by mathematics. The National Mathematics Advisory Panel (2008) stated in its Final Report: Foundations for Success that ?The delivery system in mathematics education?the system that translates mathematical knowledge into value and ability for the next generation?is broken and must be fixed? (p. xiii). Leone, Wilson, and Mulcahy (2010) suggested students? willingness to engage in learning is influenced by the classroom environment and the engagement between the teacher and students. While reading aloud has long been thought of as a means for increasing students? engagement, reading abilities and proficiency, the last two decades have seen two events unfold which have increased the scope and context of reading aloud to children-the development of Interactive read-alouds and integration of children?s literature, including reading aloud, within content areas. The researcher collected data from a total of 121 students in grade three at three urban, Title I elementary schools in South Texas during a six week period. All the teachers from each treatment group attended a required staff development. The teacher from school A attended a workshop on Interactive read-alouds and the teachers from School B attended a workshop on how to implement read-alouds in the math curriculum. The data were collected using two instruments of measure, the Pearson Math Topic Test and the Elementary Mathematics Attitude Survey (Guerra-Casta?eda, 2013). Descriptive statistics were used to describe the sample of participants. The results indicated that students who were in the Interactive read-aloud group had higher achievement in mathematics than students who were read-aloud to or students who received no intervention at the p =.01, with a medium effect size. Additionally, results from the mathematics survey indicated 47 percent of students in the Interactive read-aloud group enjoyed their mathematics class more than the students in the comparison group. The results of this study support the notion that Interactive read-alouds, when used in elementary third grade mathematics classes, can result in improved student achievement in mathematics, especially when compared to what is commonly known as ?traditional? mathematics instruction. This study intends to expand the current field of research regarding the use of Interactive read-alouds in mathematics classrooms and an awareness of the use of Interactive read-alouds and traditional read-alouds to teach mathematics skills and concepts.

APA, Harvard, Vancouver, ISO, and other styles

38

Emery, Kristine Louise. "Predicting student success using curriculum based measurements of reading to predict student success on Minnesota's statewide assessments /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006emeryk.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Garnett, Arlene Lois. "Portfolio assessment: An authentic method of student evaluation." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/825.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Nist, Lindsay Michelle. "The instructional effectiveness and efficency of three instructional approaches on student word reading performance." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148304742.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Mikita, Clara Elizabeth. "STUDENT DIALOGUE ABOUT BOOKS: CRITICAL ENCOUNTERS." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619040209887649.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Brenneman, Michele Harrison. "Does a Continuous Measure of Handedness Predict Reading Related Processes and Reading Skills across the Lifespan?" Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/cps_diss/7.

Full text

Abstract:

DOES A CONTINUOUS MEASURE OF HANDEDNESS PREDICT READING RELATED PROCESSES AND READING SKILLS ACROSS THE LIFESPAN? by Michele Harrison Brenneman The purpose of this research was to investigate the relationship between handedness, reading skills, and reading related cognitive processes. The research results with regard to handedness, specific reading skills, and reading related cognitive processes are ambiguous at best. The method in which handedness is measured contributes to these diverse research findings, therefore the present investigation addressed these methodological limitations. A large normative sample of up to 1383 participants that ranged in age from 4 to 80 completed the Woodcock Johnson Psycho-Educational Battery-Revised (Woodcock & Johnson, 1989a; Woodcock & Johnson, 1989b) or the Woodcock Johnson Psycho-Educational Battery-Third Edition (Woodcock, McGrew, & Mather, 2001) in combination with the Dean Woodcock Sensory Motor Battery (Dean & Woodcock, 2003) lateral preference scale, a continuous measure of handedness. Polynomial multiple regression analyses indicated curvilinear relationships between handedness and reading comprehension and basic reading skills, along with handedness and auditory working memory. Individuals towards the extremes of the handedness continuum performed lower on the reading related tasks. Therefore, just knowing a general classification of right, left or mixed handed will not provide significant knowledge regarding lateralization or potential cognitive and academic costs and benefits. One overarching implication of these findings is that laterality is an important predictor variable of reading skills and related reading processes, hence knowledge of an individual’s hand preference on a continuum may well be useful for evaluative purposes.

APA, Harvard, Vancouver, ISO, and other styles

43

Baer, Eugene M. Fortune Ron. "Reading in the composition course instructional strategies and student traits /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918603.

Full text

Abstract:

Thesis (D.A.)--Illinois State University, 1989.
Title from title page screen, viewed September 27, 2005. Dissertation Committee: Ronald J. Fortune (chair), Irene T. Brosnahan, Glenn A. Grever, John R. McCarthy, Janice G. Neuleib. Includes bibliographical references (leaves 274-292) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

44

COLEMAN-PUCKETT, ARGENTINA. "STUDENT ACHIEVEMENT IN SCHOOLS DESEGREGATED BY COURT ORDER (TESTS, READING)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183943.

Full text

Abstract:

The purpose of this study was to determine whether, in public education, separate is inherently unequal and concomitantly, whether desegregation confers educational benefits upon all groups of students. The study investigated student achievement in schools which were placed under a court order to desegregate beginning in 1978. A mixed design, repeated measures analysis of variance (ANOVA) was utilized to investigate whether significant differences existed among various groups within the fifth-grade cohort of 212 subjects assigned to three desegregated schools. Conducted as an ex post facto investigation, the study utilized reading test scores of 1977, 1981 and 1983 extracted from the district's computerized data base. There are cautions and limitations inherent in any ex post facto research, as well as in reliance upon standardized test results as the solitary measure of student achievement, which should be kept in mind in accepting conclusions of this study. Significant differences were found among (1) racial/ethnic groups, (2) schools, (3) desegregation durations, (4) local and extended neighborhood students (LNS, ENS) and (5) school test profiles. Specific findings are that: (1) Slightly higher gains were recorded for minority students. (2) Phase III students showed significantly higher gains. (3) Highest performance was recorded for Phase I students and was attributed to the benefits of longer desegregation treatment. (4) Overall, LNS performed lower than ENS, yet in Phase III, LNS had nearly twice the gains of ENS. (5) The individual school's test profile showed a decrease during the first years of desegregation, then increased to a level which was comparable or higher than pre-desegregation levels. Keeping the aforementioned cautions in mind, the study concluded that desegregation conferred educational benefits upon all groups of students and continued to support the premise of Brown (1954) that, in public education, separate education is inherently unequal education.

APA, Harvard, Vancouver, ISO, and other styles

45

Biggs, Chaney Sara. "Rhetorics of resistance reading student publics in the writing classroom /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344563.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, Dept. of English, 2008.
Title from home page (viewed on Oct 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0557. Adviser: Christine R. Farris.

APA, Harvard, Vancouver, ISO, and other styles

46

Keith, Karin, Huili Hong, and Renee Rice Moran. "Scaffolding Student Reading of Informational Texts with Science Literacy Centers." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Keith, Karin, and Renee Rice Moran. "Using Text Sets to Scaffold Student Reading of Complex Texts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Belotti, Christina L. "Cross-Age Peer Mentoring to Improve Sixth-Grade Student Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2787.

Full text

Abstract:

In a middle school in the southern United States, administrators and teachers are concerned that approximately 40% of sixth-grade students are reading below grade level despite intervention programs. The purpose of this mixed-methods case study was to inquire whether a cross-age peer mentoring program would improve sixth-graders' reading achievement and motivation to read. The theoretical framework for the study was Vygotsky's constructivist theory, with a focus on scaffolding. Research questions focused on sixth-grade students' perception of their participation in a cross-age peer mentoring program and the effect of the program on reading achievement and motivation. Data were collected through pre- and post administrations of the Standardized Test for the Assessment of Reading (STAR) and the Motivation to Read Profile (MRP), observations during the mentoring sessions, and interviews with the 6 sixth-grade participants. STAR and MRP scores indicated that each sixth-grade participant demonstrated reading growth and an increase in motivation to read. Observations revealed positive interactions between the 6 mentors and mentees, and during the interviews, participants described the mentoring program as beneficial to reading growth. The findings from the study led to the development of a professional development project for teachers. The results of this study related to social change indicated that participation in a cross-age peer mentoring program may increase students' reading achievement and motivation to read. The professional development project for teachers and administrators is designed to assist educators in designing and implementing peer mentoring programs to improve reading achievement.

APA, Harvard, Vancouver, ISO, and other styles

49

Widmyer, Loren A. "Second Grade Student Perceptions of Online vs. Paper Text Reading." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1309994659.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Guns, Christine. "A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2893.

Full text

Abstract:

Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based (Group L) reading materials. During the Living Systems and Life Processes unit in science, two teachers self-selected to utilized science-related materials for guided reading instruction while the other three teacher participants utilized their normal literature-based guided reading materials. The two groups were compared using an ANCOVA in this pre-test/post-test design. The dependent variables included the Reading for Application and Instruction assessment (RAI) and a Living Systems and Life Processes assessment (LSA). Further analysis compared students of different reading levels and gender. The data analyses revealed a practical but not statistical significance for students in science performance. It was discovered that below level male and female students performed better on the LSA when provided with content-related guided reading materials. As far as reading achievement is concerned, students in both groups had comparable results. The teachers provided guided reading instruction to their students with fidelity and made adjustments to their practices due to the needs of their students. The content-related teachers utilized a larger number of expository texts than the literature-based teachers. These teachers expressed the desire to continue the practice of providing the students with content-related materials.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Student reading'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles