東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Impact of Interactive Homework on Re...

Hunnell, Amanda Leigh.

FindBook

Google Book

Amazon

博客來

Impact of Interactive Homework on Reading Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Impact of Interactive Homework on Reading Achievement./
作者:	Hunnell, Amanda Leigh.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	135 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10254235
ISBN:	9781369497496

Impact of Interactive Homework on Reading Achievement.
Hunnell, Amanda Leigh.

Impact of Interactive Homework on Reading Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 135 p.

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ed.D.)--Walden University, 2017.

Many elementary students read below grade level, resulting in an inability to meet expectations on state testing. Epstein and other researchers theorized 3 influential factors that work together to help students achieve higher levels of attainment---home, school, and community. Studies have demonstrated the effectiveness of Epstein's Teachers Involve Parents in Schoolwork interactive homework (IH) to promote parent-child communication during learning interactions at home for students in language arts in Grades 6-8; however, there is little information on the effects of IH on reading achievement for elementary students. The purpose of this quasi-experimental study was to examine the effect IH has on reading achievement. Third grade students at a school in Georgia participated in IH (n = 18) and non-IH (n = 27) groups over a 9-week period. Reading achievement was measured by comparing standardized pre- and posttests. An analysis of covariance was used to analyze the interval-level pre- and posttest results while controlling for preexisting differences between the treatment and control group. The adjusted mean difference between the groups was not statistically significant. A white paper that discussed the results of the study and recommended further study of IH with incentives to increase participation was the project deliverable. Although findings were not significant, this study may contribute to social change by encouraging dialogue about using and constructing methods that could promote increased reading achievement in the elementary setting, provided adequate student participation.

ISBN: 9781369497496Subjects--Topical Terms:

2122756
Reading instruction.

Impact of Interactive Homework on Reading Achievement.
LDR:02492nmm a2200289 4500 001 2123804
005 20171010112650.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369497496
035 $a (MiAaPQ)AAI10254235
035 $a AAI10254235
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hunnell, Amanda Leigh. $3 3285747
245 1 0 $a Impact of Interactive Homework on Reading Achievement.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Adviser: Dannett Babb.
502 $a Thesis (Ed.D.)--Walden University, 2017.
520 $a Many elementary students read below grade level, resulting in an inability to meet expectations on state testing. Epstein and other researchers theorized 3 influential factors that work together to help students achieve higher levels of attainment---home, school, and community. Studies have demonstrated the effectiveness of Epstein's Teachers Involve Parents in Schoolwork interactive homework (IH) to promote parent-child communication during learning interactions at home for students in language arts in Grades 6-8; however, there is little information on the effects of IH on reading achievement for elementary students. The purpose of this quasi-experimental study was to examine the effect IH has on reading achievement. Third grade students at a school in Georgia participated in IH (n = 18) and non-IH (n = 27) groups over a 9-week period. Reading achievement was measured by comparing standardized pre- and posttests. An analysis of covariance was used to analyze the interval-level pre- and posttest results while controlling for preexisting differences between the treatment and control group. The adjusted mean difference between the groups was not statistically significant. A white paper that discussed the results of the study and recommended further study of IH with incentives to increase participation was the project deliverable. Although findings were not significant, this study may contribute to social change by encouraging dialogue about using and constructing methods that could promote increased reading achievement in the elementary setting, provided adequate student participation.
590 $a School code: 0543.
650 4 $a Reading instruction. $3 2122756
650 4 $a Elementary education. $3 641385
690 $a 0535
690 $a 0524
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 78-06A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10254235