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Author: Dina Catherine Garb Publisher: ISBN: Category : Academic achievement Languages : en Pages : 141
Book Description
Research indicated that many students entering middle and high school read below grade level. This quantitative study attempted to address the problem of low-income African American students from northeast Louisiana entering ninth grade with low reading skills. The purpose of this ex post facto study was to investigate the effects of a Response to Intervention (RtI) Tier 2 literacy intervention on the academic achievement of ninth grade students reading below grade level. The research was grounded in Bloom's mastery learning theory and Dewey's child-centered learning theory. The research question was whether students that completed the literacy intervention performed better on the ninth grade state-mandated assessment than students who did not receive the intervention. The secondary data used in this ex post facto study were the ninth grade iLEAP ELA (integrated Louisiana Educational Assessment Program) scores as measures for the dependent variable. Students who completed the literacy intervention did not score significantly higher on the iLEAP ELA. These results indicated that the intervention that was evaluated in this study was not effective with the population involved in this research. The findings point to the need for alternative literacy interventions that may have to be customized for student populations with different remediation needs.
Author: Dina Catherine Garb Publisher: ISBN: Category : Academic achievement Languages : en Pages : 141
Book Description
Research indicated that many students entering middle and high school read below grade level. This quantitative study attempted to address the problem of low-income African American students from northeast Louisiana entering ninth grade with low reading skills. The purpose of this ex post facto study was to investigate the effects of a Response to Intervention (RtI) Tier 2 literacy intervention on the academic achievement of ninth grade students reading below grade level. The research was grounded in Bloom's mastery learning theory and Dewey's child-centered learning theory. The research question was whether students that completed the literacy intervention performed better on the ninth grade state-mandated assessment than students who did not receive the intervention. The secondary data used in this ex post facto study were the ninth grade iLEAP ELA (integrated Louisiana Educational Assessment Program) scores as measures for the dependent variable. Students who completed the literacy intervention did not score significantly higher on the iLEAP ELA. These results indicated that the intervention that was evaluated in this study was not effective with the population involved in this research. The findings point to the need for alternative literacy interventions that may have to be customized for student populations with different remediation needs.
Author: Melanie M. Brock Publisher: ISBN: Category : Academic achievement Languages : en Pages : 123
Book Description
Rigorous school curriculums and end-of-course (EOC) exams have brought the need for literacy interventions at the high school level to the forefront. As 21st-century learning evolves, curriculum is shifting from traditional teaching to more student-centered approaches that value differentiated literacy instruction. Furthermore, teachers are receiving resources and ongoing professional development on secondary literacy interventions through Ohio literacy grants. However, the concept of literacy intervention across courses at the high school level is often overlooked due to the assumption that students have mastered reading comprehension in elementary school. The current mixed-methods investigation focuses on the implementation of evidence-based literacy interventions in an Ohio designated Science, Technology, Engineering, and Mathematics (STEM) high school. The purpose of the current study is to determine the impact of 21st-century literacy strategies on student reading levels, as well as student and teacher perceptions of literacy interventions and instruction. The examined literacy strategies include vocabulary instruction, differentiated literacy instruction, and both Fountas' & Pinnell's System of Strategic Actions (SOSA) and Leveled Learning Literacy Intervention (LLI). Results from the current investigation can inform administrators and teachers on the impacts of literacy interventions at the secondary level. Quantitative data results suggest that students grew an average of three Fountas & Pinnell reading levels over one academic year, and an average of five Fountas & Pinnell reading levels over a longitudinal three-year time span when receiving literacy interventions across content areas. Qualitative student interviews demonstrated four emerging themes: Student Perception, Changing of Students' Perceptions, Student Perceptions of Instruction, and Students' Perceived Importance of Reading. Additionally, qualitative teacher interviews demonstrated three emerging themes: Teacher Perceptions of Literacy Instruction, Perceived Student Impact, and Support for Literacy Instruction. Student and teacher perceptions regarding literacy interventions aligned with quantitative results in the belief that literacy interventions are impactful if implemented with fidelity.
Author: Deanna Carr Publisher: ISBN: Category : Reading (Elementary) Languages : en Pages : 128
Book Description
The purpose of this study was to determine if struggling students who are in second grade were still able to minimize gaps in their assessment scores and increase their achievement as a result of receiving supplemental instruction through Tier II and Tier III of Response to Intervention (RTI).
Author: Josiah J. Keene Publisher: ISBN: Category : Reading Languages : en Pages : 100
Book Description
This quantitative study examined the impact of a scientifically validated Tier Two reading intervention on student reading performance. Performance was measured by the change in the students' Lexile scores. Also, this study examined the effectiveness of the Tier Two reading intervention's ability to impact or predict how students performed on the Pennsylvania State System of Assessment (PSSA) English Language Arts (ELA) exam. The archival records of 657 students from two consecutive school years were part of this study. The change in Lexile scores and change in PSSA ELA scaled score normal curve equivalent (NCE) were compared. The statistical comparison of the students change in Lexile scores was utilized to determine the impact of the scientifically validated tier two reading intervention. Correlations, coefficient of determination, and linear regression models were then determined from the 2014 Lexile and PSSA ELA NCE data. Lexile data from May 2015 was then used in conjunction with the corresponding linear regression model to determine if students consistently met or exceeded their scaled score NCE target for the 2015 PSSA ELA exam. The findings of this study indicated the significance of the impact the reading intervention had on students' Lexile levels. However, the relationship between the students' change in Lexile scores and their performance on the PSSA ELA assessment could not be established.
Author: Tondrea C. McWright-Spivey Publisher: ISBN: Category : Academic achievement Languages : en Pages : 372
Book Description
ABSTRACT: Struggling high school readers still persist into the 21st century despite hundreds of intervention programs and years of research, Nearly 10 percent of adults in the United States are illiterate and this percentage is higher among economically disadvantaged and minority students, This mixed-methods study was focused on determining the effectiveness of the Achieve3000 Intervention program according to reading achievement measures along with student and teacher perceptions. Statistical analyses were conducted to reveal statistically positive effects of Achieve3000 by various student demographics. Theme analyses were also conducted to reveal streghts of the program, which consisted of Lexile growth, motivational aspects, and support as well as barriers of the program, which consisted of the programs inability to meet all students' needs, program texts/ activities, and implementation issues.
Author: Nancy Hill McClary Publisher: ISBN: Category : Languages : en Pages : 147
Book Description
Abstract: More literacy research is needed on what motivates urban high school students to write and engage in language arts learning. The three focus areas addressed in this research are (1) urban adolescent language arts literacy learning experiences, (2) youth perspectives about literacy and its link to student achievement, and (3) youth motivations to write. This qualitative methodology investigation is framed within a constructivist paradigm to capture the realities of writing motivation and literacy learning as perceived by eight urban schooled students. The research represents a collective case study that is based on student participants in a multimedia writing camp setting. The research question is: "What student perspectives about literacy learning and academic achievement further explain motivation and engagement and the call for high school literacy reform?" This study is informed by expectancy-value theory of motivation and a qualitative line of inquiry grounded in the sociocultural theory on literacy perspective. Qualitative data was gathered in the form of reflective narratives, interview transcripts, and behavior survey write-in comments.
Author: Katherine Knowles Frankel Publisher: ISBN: Category : Languages : en Pages : 154
Book Description
Most studies of so-called struggling readers and at-risk students talk about students but few account for students' perspectives on their own learning as part of the research design. In this year-long qualitative study of two different ninth-grade literacy intervention classes in two secondary schools in California, I incorporated students' perspectives into a larger study that examined how the two intervention models served students during their first year of high school. At the core of this study is the theoretical concept of re-mediation, a morphological derivation of mediation (Cole, 1996: Cole & Griffin, 1983), which provides an alternative to the deficit-oriented approach of remediation, a morphological derivation of remedy. This theoretical perspective allowed me to study intervention settings by focusing on activity systems and how they shape students' learning rather than focusing on remediating individual student deficits. I argue that an advantage of examining interventions from students' perspectives, as these perspectives emerged through the triangulation of multiple data sources, is that they provide a way to privilege students' personal histories and identities at this critical juncture in their academic careers. I combined interviews with focal students, teachers, parents, and administrators with surveys of a larger population of students, and incorporated classroom observations and samples of student work in order to gain the broadest possible understanding of the institutional and pedagogical conditions under which teachers and students operated in the two classrooms. More specifically, I sought to understand how those conditions, combined with students' understandings of literacy and learning and their own academic identities, shaped and were shaped by the teaching and learning activities that occurred in the two classrooms. In my analysis, I paid particular attention to the teachers' and students' understandings of the objectives of the classes and how those perspectives shaped the reading and learning activities that occurred in them. One of the central findings of this study is that the two literacy classes, Enhanced Reading and Reading Workshop, re-mediated students' reading in different ways. The objective of Enhanced Reading was to encourage students to read more in order to become better, more informed, readers, students, and people; the objective of Reading Workshop was to help students gain control over a series of strategies that they could use to be more effective readers who would do better in school and on tests. These objectives led to different outcomes, with students in Enhanced Reading becoming more personally engaged with the act of reading high-interest texts and students in Reading Workshop becoming more strategic in how they approached texts similar to those they might encounter in school. Other findings from this study reveal how the larger institutional and pedagogical contexts in which the two classrooms operated had a profound impact on what re-mediation looked like in the two spaces. At the same time, the findings indicate that students themselves had an equally important impact on teaching and learning activities in their classrooms. Perhaps the most compelling finding is that the success of the two approaches to re-mediation varied for individual students in light of their personal histories and identities as readers and as students. The findings from this study have theoretical, empirical, and practical implications. At a theoretical level, they highlight the need to incorporate a theory of identity into future theorizations and applications of re-mediation in order to account for the ways in which re-mediation influences a subject's relationship to his or her environment at the same time that it changes the nature of the activity. At empirical and practical levels, the findings demonstrate the value of attending to the larger contexts in which teaching and learning interactions occur and the multiple factors that mediate literacy and learning in classrooms. Finally, the findings from this study are a challenge to teachers and researchers alike to take seriously the longer-term outcomes of what we teach and study and to take into account the symbiotic relationship between activities and identities and how each informs and shapes the other. Looking across the two classrooms, it was evident that neither ambitious instruction nor authentic activity could accomplish separately what the two might accomplish together if treated as symbiotic rather than separate enterprises.
Author: Mary F. Handley Publisher: ISBN: Category : High school teaching Languages : en Pages : 220
Book Description
Abstract: In recent years there has been an intense focus on literacy acquisition at the elementary school level. There is indisputable evidence correlating early reading achievement and future academic success. This evidence has resulted in Federal and local dollars being poured into school districts annually to insure the development of these essential skills. Frequently these dollars address instructional strategies, innovative programs; professional development for teachers to improve pedagogy and their impact is measured by teachers using a variety of assessment. Due to this practice, we fail to measure, track, and provide intervention for those who are reading below grade level once they have moved into the upper grades.Little datum is available regarding the literacy rates or of programs that support and improve the skills of at-risk readers at the secondary level. In 2000, the National Reading Panel identified a negative trend in national reading scores over a five year period. Once behind, these at-risk students seldom catch up remaining significantly behind throughout their educational careers as they are unable to read instructional text. This study investigated the mean and median reading comprehension scores of graduating seniors from a large urban Midwestern high school as well as teacher perceptions about literacy policy and practices. It was found that 42% of the high school seniors read at or below the sixth grade level and would require remedial reading classes if entering college. Given the research findings and teacher perceptions, educational policies may require reforms including specialized remedial reading classes in high schools to address the growing number of functionally illiterate students rather than simply embedding reading strategies as a component of content area classes.
Author: Dina Catherine Garb
Author: Dina Catherine Garb
Author: Steven Martinez
Author: Melanie M. Brock
Author: Deanna Carr
Author: Josiah J. Keene
Author: Tondrea C. McWright-Spivey
Author: Nancy Hill McClary
Author: Lisa Jo Spence Beard
Author: Katherine Knowles Frankel
Author: Mary F. Handley