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

切換: 標籤 | MARC模式 | ISBD

The effects of implementing close re...

Valentine, Cory Jay.

FindBook

Google Book

Amazon

博客來

The effects of implementing close reading in a third, fourth, and fifth grade public school setting to improve student achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of implementing close reading in a third, fourth, and fifth grade public school setting to improve student achievement./
作者:	Valentine, Cory Jay.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	182 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=10191478
ISBN:	9781369441796

The effects of implementing close reading in a third, fourth, and fifth grade public school setting to improve student achievement.
Valentine, Cory Jay.

The effects of implementing close reading in a third, fourth, and fifth grade public school setting to improve student achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 182 p.

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

Thesis (Ed.D.)--Liberty University, 2016.

The purpose of this ex-post facto, causal-comparative study is to determine the effects of close reading on student achievement. Close reading is a strategy developed through literary criticism and the influences of I. A. Richards and the New Critics. This study analyzes close reading to determine the most efficient practice to help students develop critical reading, thinking, and written communication skills. The researcher examined 2013 to 2015 New York State English Language Arts Exam data from 10 school districts located in the Broome-Tioga BOCES Region. For the study, 6,040 student exams in Grades 3, 4, and 5 were analyzed. Using these data, this study examined whether a close-reading approach to literacy has a greater effect on student achievement in comparison to non-close-reading approaches. Data analysis was conducted using an ANOVA to compare means among schools that adapted, adopted, or did not use the New York State English Language Arts Modules. The statistical data revealed that adopting the New York State Modules does not increase students receiving a proficient or highly score on the New York State ELA Exam. With these results, the researcher concludes that prescribed curriculum does not guarantee higher student achievement over the manner in which a teacher presents close reading and motivates student learning. Recommendations for further research focus on examining exam results from multiple regions from around the state, as well as focusing a qualitative study on how teachers instruct with close reading in the three learning environments.

ISBN: 9781369441796Subjects--Topical Terms:

2122756
Reading instruction.

The effects of implementing close reading in a third, fourth, and fifth grade public school setting to improve student achievement.
LDR:02589nmm a2200301 4500 001 2158939
005 20180618095031.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781369441796
035 $a (MiAaPQ)AAI10191478
035 $a (MiAaPQ)liberty:11622
035 $a AAI10191478
040 $a MiAaPQ $c MiAaPQ
100 1 $a Valentine, Cory Jay. $3 3346792
245 1 4 $a The effects of implementing close reading in a third, fourth, and fifth grade public school setting to improve student achievement.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 182 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Adviser: Richard Bragg.
502 $a Thesis (Ed.D.)--Liberty University, 2016.
520 $a The purpose of this ex-post facto, causal-comparative study is to determine the effects of close reading on student achievement. Close reading is a strategy developed through literary criticism and the influences of I. A. Richards and the New Critics. This study analyzes close reading to determine the most efficient practice to help students develop critical reading, thinking, and written communication skills. The researcher examined 2013 to 2015 New York State English Language Arts Exam data from 10 school districts located in the Broome-Tioga BOCES Region. For the study, 6,040 student exams in Grades 3, 4, and 5 were analyzed. Using these data, this study examined whether a close-reading approach to literacy has a greater effect on student achievement in comparison to non-close-reading approaches. Data analysis was conducted using an ANOVA to compare means among schools that adapted, adopted, or did not use the New York State English Language Arts Modules. The statistical data revealed that adopting the New York State Modules does not increase students receiving a proficient or highly score on the New York State ELA Exam. With these results, the researcher concludes that prescribed curriculum does not guarantee higher student achievement over the manner in which a teacher presents close reading and motivates student learning. Recommendations for further research focus on examining exam results from multiple regions from around the state, as well as focusing a qualitative study on how teachers instruct with close reading in the three learning environments.
590 $a School code: 1052.
650 4 $a Reading instruction. $3 2122756
650 4 $a Curriculum development. $3 684418
690 $a 0535
690 $a 0727
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertation Abstracts International $g 78-06A(E).
790 $a 1052
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10191478