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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 …

An Evaluation Of The Accelerated Reader Program In Grades 3–5 On Reading Vocabulary, Comprehension, And Attitude In An Urban Southeastern School District In Virginia, Carol Ann Howard

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to study recreational reading in third, fourth, and fifth grade urban students in a school district in Southeastern Virginia. The widely-used Accelerated Reader (AR) was the tool examined in the promotion of recreational reading. Recreational reading studies have been done on a broad economic spectrum (Advantage Learning Systems, 1997; Paul, 1996; Paul, VanderZee, Rue & Swanson, 1996). A gap in knowledge exists as to whether recreational reading programs, using AR, are effective with the urban elementary students. The major research questions determined if recreational reading, using Accelerated Reader, influenced reading vocabulary, comprehension, and attitude …

Sleep Patterns And The Behavior Of Children In The Second-, Third-, And Fourth-Grades In Urban Public Schools, Yolanda Cardelli Hampel

Theses and Dissertations in Urban Services - Urban Education

This investigation examined the relationship between nocturnal sleep patterns and behaviors in the classroom of seventy-four girls and fifty-nine boys from second-, third-, and fourth-grades attending five urban public schools in Norfolk, Virginia.

The dependent variables were the classroom behavior that was subdivided into five personality areas for objective assessment of the student's adjustment areas labeled self, social, school, home, and physical. The objective assessment was observed and documented on a seventy-eight item questionnaire by their primary classroom teachers who were familiar with the subjects behavior. The parents observed and recorded data on a sleep log listing independent variables such …