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Full-Text Articles in Education
The Impact Of The “Universal Voyager Literacy” Reading Program On Reading Achievement And Instructional Practices In An Urban School District, Shanika L. Hope
The Impact Of The “Universal Voyager Literacy” Reading Program On Reading Achievement And Instructional Practices In An Urban School District, Shanika L. Hope
Theses and Dissertations in Urban Studies
Founded in 1994, Voyager Expanded Learning is a provider of K-3 in-school reading programs, as well as K-8 reading intervention programs for school districts throughout the United States. Voyager Universal Literacy's systematic, precise framework fully addresses the five elements of reading instruction, through an explicit succession of ability growth. Voyager Universal Literacy was developed to be a comprehensive program encompassing the subsequent requisites: in-school broad reading program, progress monitoring methods, extensive-day and summer activities, home learning syllabus, implementation monitoring, and on-going professional development. Voyager Universal Literacy Program activities are organized to provide a thorough range and progression for reading instruction. …
Balanced Literacy Versus Basal Reading Instruction For Urban African-American, Title I Third-Grade Students, Julie Ann Perkins
Balanced Literacy Versus Basal Reading Instruction For Urban African-American, Title I Third-Grade Students, Julie Ann Perkins
Theses and Dissertations in Urban Services - Urban Education
This study compared third-grade reading achievement of urban African-American, Title I students using a basal reading series with those using a balanced literacy program to determine whether the highly structured skills-based methods advocated by The No Child Left Behind (NCLB) Act actually foster or impede reading achievement in an urban school setting.
Two hundred forty-five third-grade African-American, Title I students from an urban elementary school in southeastern Virginia served as subjects for the study. Subjects were studied as intact groups to avoid disruption in the educational setting. Participants in the control group were third-grade classes of urban African-American, Title I …
The Influence Of Reading Comprehension And Other Selected Factors On Student Dropouts In An Urban Southeastern School District In Virginia, Viola Garris Morgan
The Influence Of Reading Comprehension And Other Selected Factors On Student Dropouts In An Urban Southeastern School District In Virginia, Viola Garris Morgan
Theses and Dissertations in Urban Services - Urban Education
The purpose of this research was to examine the influence of reading achievement on the dropout status. The major research question was to determine to what extent does reading comprehension influence the dropout rate after controlling for demographic and performance characteristics?
The target population consisted of 677 urban twelfth-grade students attending schools in an urban southeastern school district in the Commonwealth of Virginia. Of the 677 students, 142 were dropouts, and 535 were nondropouts. Simple and partial correlations were used to determine the relationship between variables after partialing out performance and demographic variables. In addition, the discriminant analyses were used …
Effects Of Direct Reading Instruction On Literacy Achievement In Urban, Literature Based Classrooms, Steven M. Scarcelli
Effects Of Direct Reading Instruction On Literacy Achievement In Urban, Literature Based Classrooms, Steven M. Scarcelli
Theses and Dissertations in Urban Services - Urban Education
This research examined two similar groups of first grade students and two different approaches to reading instruction within a whole language/literature based curriculum. The sample population for this research was drawn from four randomly assigned first grade classes attending an elementary school with urban characteristics. Teacher selection was based on results from the Theoretical Orientation to Reading Profile. Teachers in the experimental group implemented an approach that utilized a daily format for reading instruction developed by Dr. Patricia Cunningham. This approach involved strategies including phonics, writing, teacher directed, and self selected reading instruction. Teachers in the control group used the …