Education Commons^™

The Relationship Between Parental Involvement And Reading Achievement, Erin M. Schnell

Dissertations, Theses, and Projects

This five week investigation determined a relationship exists between parental involvement and reading achievement. Students were separated into two groups, Group A and Group B. Group A contained students who received below the average amount of parental involvement points obtained and Group B contained students who received above the average amount of parental involvement points obtained. Students in Group B made a 1.14 text level gain above students in Group A. Group B also made a 6.34 sight word gain over Group A as well as a 5.57 oral reading fluency gain over students in Group A. The study included …

Long-Term Outcomes Of Low Achieving Third Grade Readers, Sarah Mckenzie, Emily Jordan, Charlene A. Reid

Policy Briefs

This brief examines long-term academic outcomes for students who demonstrate low reading achievement in third grade. Following three cohorts of students from third grade through early high school, we find that students who are behind in third grade are unlikely to ever read proficiently. Economically disadvantaged students, Black students, and male students demonstrate less improvement in reading achievement over time than other types of students.

A Study Of The Relationships Between Teacher Support Behaviors, Teacher Effectiveness, And Student Achievement Among Fifth-Grade Students, Lori D. Allen

Doctor of Education (Ed.D)

According to Marzano (2017), classroom teachers are the single most important factor within a school’s locus of control that contributes to student learning. The purpose of this study was to explore the relationships between fifth-grade teachers’ support behaviors as measured by the Classroom Assessment Scoring System™ (CLASS™) and achievement of fifth-grade students in English language arts (ELA) and mathematics. The research design was a non-experimental, correlational exploration of archival data extracted from the Measures of Effective Teaching (MET) database. Mean CLASS™ composite, domain and dimension scores of 70 fifth-grade teachers were correlated to mean z-scores of 70 fifth-grade students on …

The Impact Of Online Instruction On Fourth Grade Students’ Reading Self-Efficacy And Achievement, Chad E. Wickard

Ed.D. Dissertations

This quantitative, quasi-experimental study examined the relationships between self-efficacy and reading achievement as mediated by an online instructional delivery system called MobyMax® over a period of time between a pretest and a posttest. The sources of self-efficacy were also investigated for the individual contribution of each of the four sources; process accomplishments or mastery experiences, vicarious experience, verbal persuasion, and physiological states. Finally, the current study explored the relationships across gender and ethnicity (White, Black, Hispanic, and other). Statistical Package for the Social Sciences (SPSS) was used to organize the data using a mixed factorial ANOVA to analyze the interventions’ …

A Pilot Study On The Correlation Of Reading Improvement Using Colored Overlay Paper In Elementary Age Students With Reading Challenges, Tim Salyers

OTS Master's Level Projects & Papers

This study examined the use of colored overlay on reading abilities of students with reading deficits in the 5th grade at Lebanon Elementary School during the 2013-2014 school year. This study was guided by the previous research of which has shown that the use of colored overlay increases the reading abilities of students challenged by their reading deficits. The study was a quasi-experimental quantitative pilot research that compared the reading level before and after colored overlay paper was placed over reading passages in a sample size of six 5th grade students. These students were between nine and eleven years of …

Leadership Practices In Similar Schools With Varying Primary Grade Reading Outcomes: A Comparative Multiple-Case Study, Jacqueline M. Cuthill

Electronic Theses and Dissertations

Students who are below grade level before they leave third grade are less likely to graduate. A large number of schools are failing to increase student achievement in reading, especially for students of color and those who are economically disadvantaged. Leadership can influence student achievement; however, literature lacks specifics about leadership practices that could help school leaders improve student outcomes. This multiple-case study explores the leadership practices in three similar elementary schools with varying primary grade reading outcomes and contributes details about the leadership functions of Setting Direction, Developing People and Redesigning the Organization (Leithwood, Seashore, Anderson, & Wahlstrom, 2004). …

Evaluation Of An Adaptive Reading Program At A Title I Public Elementary School, Monica M. Gordon

Theses and Dissertations

This applied dissertation was designed to evaluate the I-station adaptive reading program and determine its impact on reading proficiency of third-grade students. The school of study was a Title I school with proficiency rates for third-grade students of about 40% annually. The district recommendation for student usage mirrored the recommended minutes per week established by Imagination Station, the I-station parent company.

The program evaluation utilized the context-input-process-product model components, measuring process and product. There were two research questions underpinning the study: 1. Process: Is the I-station program being used with fidelity at the school of study to achieve program intended …