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Comparison of growth in beginning li...

Mason, Fannie Liza.

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Comparison of growth in beginning literacy and early reading skills for kindergarteners who received direct instruction to those who received other means of instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Comparison of growth in beginning literacy and early reading skills for kindergarteners who received direct instruction to those who received other means of instruction./
作者:	Mason, Fannie Liza.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	136 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700914
ISBN:	9781321711585

Comparison of growth in beginning literacy and early reading skills for kindergarteners who received direct instruction to those who received other means of instruction.
Mason, Fannie Liza.

Comparison of growth in beginning literacy and early reading skills for kindergarteners who received direct instruction to those who received other means of instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 136 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

With so many students entering kindergarten performing below their peers, schools are challenged to find effective ways to close this literacy gap. This study used archival data of kindergarten students to examine the growth of literacy skills when two different instructional approaches were employed. Students were selected based on their at risk beginning of the year scores on a state assessment. The initial study started out with 40 students in each group, one that received Direct Instruction and one that did not receive Direct Instruction. With the loss of some students through transfers, the final sample size for Direct Instruction was 36 and 26 for students that did not receive Direct Instruction. A quantitative methodology using a descriptive comparative research design was used to investigate if students involved in Direct Instruction in kindergarten had more rapid growth in beginning literacy and early reading skills than those not involved in Direct Instruction. The descriptive comparative study allowed the researcher to collect information without changing the environment. The study describes the current state of a variable so there are no presumed cause and effect as well as no independent and dependent variables. It is an observational study which allowed the researcher to look at existing data. The archival data was used to investigate the difference in mean gain scores using a t-test for independent samples and a t-test for paired samples was used to investigate the significant difference between pre and posttest scores. A .05 alpha level of significance was applied to determine whether data results were statistically significant.

ISBN: 9781321711585Subjects--Topical Terms:

518817
Early childhood education.

Comparison of growth in beginning literacy and early reading skills for kindergarteners who received direct instruction to those who received other means of instruction.
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