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Effective strategies used to increas...

Jones, LaQuanta.

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Effective strategies used to increase early reading skills for students in third grade.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Effective strategies used to increase early reading skills for students in third grade./
Author:	Jones, LaQuanta.
Description:	131 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3584747
ISBN:	9781303964831

Effective strategies used to increase early reading skills for students in third grade.
Jones, LaQuanta.

Effective strategies used to increase early reading skills for students in third grade. - 131 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--University of Phoenix, 2013.

Reading research indicates a student's academic achievement is connected to his or her reading ability (Tindall & Nisbet, 2010). Children do not have sufficient reading skills because they lack the literacy skills necessary to be successful readers. These fundamental areas include phonics, reading comprehension, fluency, alphabetic awareness, and phonemic awareness (Tindall & Nisbet, 2010). The purpose of the proposed quantitative, quasi-experimental study was to determine to what effect, if any, RTI supplemental reading instruction and a parent component, in addition to core curriculum direct instruction, has on student reading achievement. In the study, data for third-grade students' scores on DIBELS, as well as from a 5-point Likert-type survey completed by the students' parents, was collected. A one-tailed t-test and a one way ANOVA was conducted to determine whether there was a difference in reading scores of the two groups prior to the intervention. The Likert-type responses for the parent-survey questions was analyzed to determine parents' perceptions of their third-grade students' reading skills based on the parents' working with their students at home. The study results indicated the supplemental instruction, along with the core curriculum, resulted in a significant difference between the pretest and posttest scores for the class that received instruction with the DI core curriculum with RTI and the parent component and the class that received only the DI core curriculum. The mean results from the nine question survey revealed that the parent home component was effective for those who used it. Recommendations for professional development opportunities for all teachers, paraprofessionals, parents, and administrators involved in the RTI process and the use of the parent home component program were made based upon the analyzed data from the research study.

ISBN: 9781303964831Subjects--Topical Terms:

1017790
Education, Reading.

Effective strategies used to increase early reading skills for students in third grade.
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100 1 $a Jones, LaQuanta. $3 2101782
245 1 0 $a Effective strategies used to increase early reading skills for students in third grade.
300 $a 131 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Erika Burton.
502 $a Thesis (Ed.D.)--University of Phoenix, 2013.
520 $a Reading research indicates a student's academic achievement is connected to his or her reading ability (Tindall & Nisbet, 2010). Children do not have sufficient reading skills because they lack the literacy skills necessary to be successful readers. These fundamental areas include phonics, reading comprehension, fluency, alphabetic awareness, and phonemic awareness (Tindall & Nisbet, 2010). The purpose of the proposed quantitative, quasi-experimental study was to determine to what effect, if any, RTI supplemental reading instruction and a parent component, in addition to core curriculum direct instruction, has on student reading achievement. In the study, data for third-grade students' scores on DIBELS, as well as from a 5-point Likert-type survey completed by the students' parents, was collected. A one-tailed t-test and a one way ANOVA was conducted to determine whether there was a difference in reading scores of the two groups prior to the intervention. The Likert-type responses for the parent-survey questions was analyzed to determine parents' perceptions of their third-grade students' reading skills based on the parents' working with their students at home. The study results indicated the supplemental instruction, along with the core curriculum, resulted in a significant difference between the pretest and posttest scores for the class that received instruction with the DI core curriculum with RTI and the parent component and the class that received only the DI core curriculum. The mean results from the nine question survey revealed that the parent home component was effective for those who used it. Recommendations for professional development opportunities for all teachers, paraprofessionals, parents, and administrators involved in the RTI process and the use of the parent home component program were made based upon the analyzed data from the research study.
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650 4 $a Education, Leadership. $3 1035576
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