東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

The Effectiveness of READ 180 on a Public High School District in a Southwest Suburb of Chicago.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effectiveness of READ 180 on a Public High School District in a Southwest Suburb of Chicago./
Author:	Johnson, Kevin S.
Description:	1 online resource (52 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29996509click for full text (PQDT)
ISBN:	9798357570161

The Effectiveness of READ 180 on a Public High School District in a Southwest Suburb of Chicago.
Johnson, Kevin S.

The Effectiveness of READ 180 on a Public High School District in a Southwest Suburb of Chicago. - 1 online resource (52 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ed.D.)--University of St. Francis, 2023.

Includes bibliographical references

The purpose of this study was to assess the effectiveness of the READ 180 literacy intervention on a public high school district. This study compared the SRI test scores of two campuses. One campus had students engage in the READ 180 literacy intervention for one hour daily and the other campus had students engage in the READ 180 literacy intervention for a total of two hours daily. In addition to the comparison of the results of both campuses, the SRI test scores of the regular education students and special education students at one campus were compared and the SRI test scores of special education students at the two campuses were compared. Assessment data were grouped by two schools and analyzed using the Statistical Package for Social Sciences (SPSS). The data suggest that students that received READ 180 instruction for two hours daily did not perform better than students that received READ 180 for one hour daily. There was substantial difference in the means, but both were negative. The means were not statistically significant. The data indicates that students in regular education that received READ 180 instruction for one hour daily compared to special education students that received READ 180 instruction for one hour daily performed better. The difference in the means were statistically significant. Lastly, the data indicates that special education students that received READ 180 for two hours daily did not perform better than students in special education that received READ 180 instruction for one hour daily. The difference in the means was not statistically significant. Recommendations for further study include looking at the expansion of literacy supports for the duration of a student's educational experience. Conducting a longer study would give more opportunity to examine data. Also, examining other literacy supports and initiatives used for reading interventions could be considered and examined to compare data results to see which have a greater impact on student literacy growth and overall student achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798357570161Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

LiteracyIndex Terms--Genre/Form:

542853
Electronic books.

The Effectiveness of READ 180 on a Public High School District in a Southwest Suburb of Chicago.
LDR:03314nmm a2200349K 4500 001 2360850
005 20231015185434.5
006 m o d
007 cr mn ---uuuuu
008 241011s2023 xx obm 000 0 eng d
020 $a 9798357570161
035 $a (MiAaPQ)AAI29996509
035 $a AAI29996509
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Johnson, Kevin S. $3 3701486
245 1 4 $a The Effectiveness of READ 180 on a Public High School District in a Southwest Suburb of Chicago.
264 0 $c 2023
300 $a 1 online resource (52 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
500 $a Advisor: Barwa, Robert.
502 $a Thesis (Ed.D.)--University of St. Francis, 2023.
504 $a Includes bibliographical references
520 $a The purpose of this study was to assess the effectiveness of the READ 180 literacy intervention on a public high school district. This study compared the SRI test scores of two campuses. One campus had students engage in the READ 180 literacy intervention for one hour daily and the other campus had students engage in the READ 180 literacy intervention for a total of two hours daily. In addition to the comparison of the results of both campuses, the SRI test scores of the regular education students and special education students at one campus were compared and the SRI test scores of special education students at the two campuses were compared. Assessment data were grouped by two schools and analyzed using the Statistical Package for Social Sciences (SPSS). The data suggest that students that received READ 180 instruction for two hours daily did not perform better than students that received READ 180 for one hour daily. There was substantial difference in the means, but both were negative. The means were not statistically significant. The data indicates that students in regular education that received READ 180 instruction for one hour daily compared to special education students that received READ 180 instruction for one hour daily performed better. The difference in the means were statistically significant. Lastly, the data indicates that special education students that received READ 180 for two hours daily did not perform better than students in special education that received READ 180 instruction for one hour daily. The difference in the means was not statistically significant. Recommendations for further study include looking at the expansion of literacy supports for the duration of a student's educational experience. Conducting a longer study would give more opportunity to examine data. Also, examining other literacy supports and initiatives used for reading interventions could be considered and examined to compare data results to see which have a greater impact on student literacy growth and overall student achievement.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 516579
650 4 $a Reading instruction. $3 2122756
650 4 $a Instructional design. $3 3172279
653 $a Literacy
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0515
690 $a 0447
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of St. Francis. $b Education. $3 3181102
773 0 $t Dissertations Abstracts International $g 84-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29996509 $z click for full text (PQDT)