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Reading instruction beyond elementar...

Flowers, Kimberly Annette.

Reading instruction beyond elementary: The relationship of the length of reading instruction to student achievement levels.

レコード種別:	コンピュータ・メディア : 単行資料
タイトル / 著者:	Reading instruction beyond elementary: The relationship of the length of reading instruction to student achievement levels./
著者:	Flowers, Kimberly Annette.
記述:	172 p.
注記:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2824.
含まれています:	Dissertation Abstracts International64-08A.
標題:	Education, Reading. -
電子資源:	Download fulltext (下載全文)
ISBN:	0496504630

Reading instruction beyond elementary: The relationship of the length of reading instruction to student achievement levels.
Flowers, Kimberly Annette.

Reading instruction beyond elementary: The relationship of the length of reading instruction to student achievement levels. - 172 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2824.

Thesis (Ed.D.)--Saint Louis University, 2003.

The purpose of this study was to determine if students who received kindergarten through eighth-grade instruction in reading performed better on selected statewide assessments than did students whose reading instruction ended at sixth grade or earlier. The Department of Elementary and Secondary Education's Missouri Assessment Program (MAP) provided archival student achievement data for this study's treated Schools A and untreated Schools B based on the following: (1) seventh-grade MAP Reading Index Score, (2) seventh-grade Communication Arts MAP Index Score, (3) seventh-grade Science MAP Index Score, (4) eighth-grade Social Studies MAP Index Score, and (5) eighth-grade Mathematics MAP Index Score.

ISBN: 0496504630Subjects--Topical Terms:

1000005408
Education, Reading.

Reading instruction beyond elementary: The relationship of the length of reading instruction to student achievement levels.
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500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2824.
500 $a Adviser: Joyce Dana.
502 $a Thesis (Ed.D.)--Saint Louis University, 2003.
520 $a The purpose of this study was to determine if students who received kindergarten through eighth-grade instruction in reading performed better on selected statewide assessments than did students whose reading instruction ended at sixth grade or earlier. The Department of Elementary and Secondary Education's Missouri Assessment Program (MAP) provided archival student achievement data for this study's treated Schools A and untreated Schools B based on the following: (1) seventh-grade MAP Reading Index Score, (2) seventh-grade Communication Arts MAP Index Score, (3) seventh-grade Science MAP Index Score, (4) eighth-grade Social Studies MAP Index Score, and (5) eighth-grade Mathematics MAP Index Score.
520 $a The population was composed of 3,128 students from seven selected demographically similar districts over a three-year period (1999, 2000, and 2001). Schools A group had 1,677 reportable students, and Schools B group had 1,451. The index scores were specifically designed for comparing districts. The MAP Index Scores were then statistically analyzed, using an independent samples two-tail t-test to determine if a relationship existed.
520 $a The statistical test comparing the two groups' Reading, Communication Arts, and Mathematics Index Scores determined there was a statistically significant difference in student achievement between districts where an extended reading program was required of students through the eighth grade and districts where students received reading instruction to the sixth grade. Even though the mean of Science and Social Studies Index Scores for Schools A were higher than Schools B, there was no statistically significant difference. This study concluded that benefits in some academic areas could be gained from an extended reading program.
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