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Exploring The Relationship Between The Use Of A Selected Phonics Curriculum And The Oral Reading Fluency And Nonsense Word Fluency Scores Of First-Grade Students, Bryce B. Day
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The purpose of this quantitative study was to examine the effects, if any, of a supplemental phonics curriculum, Saxon Phonics, on the reading achievement of first-grade students in one mountain-west, semirural, school district. The design was casual-comparative and ex post facto, and answered the questions: (1) Do students taught using a traditional basal program and students taught using both the traditional basal program and a supplemental phonics program (control vs. treatment) differ on selected end-of-year reading achievement scores (i.e., portions of the DIBELS Next assessment—nonsense word fluency [NWF], oral reading fluency [ORF], and accuracy [ACC])? (2) do any possible …
Effects Of A Classroom Intervention On Academic Engagement Of Elementary School Students With Anxiety, Lychelle Leatham
Effects Of A Classroom Intervention On Academic Engagement Of Elementary School Students With Anxiety, Lychelle Leatham
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
This study evaluated the impact of anxiety reduction on academic engagement for elementary students experiencing high levels of anxiety. For participating students, the anxiety appeared to be impacting academic performance in the school setting. Student participants received modified cognitive behavioral therapy (CBT) including exposure tasks with adult support in the school setting. Both anxiety and academic engagement was monitored by participating students and their teachers. Results show that this intervention has promising outcomes and provides initial support that anxiety reduction increases academic engagement for anxious elementary students