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The Road to Improving Informational ...

Ahrens, Christine L.

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The Road to Improving Informational Text Comprehension in the Upper Elementary Grades.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Road to Improving Informational Text Comprehension in the Upper Elementary Grades./
Author:	Ahrens, Christine L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	227 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10640377
ISBN:	9780355493320

The Road to Improving Informational Text Comprehension in the Upper Elementary Grades.
Ahrens, Christine L.

The Road to Improving Informational Text Comprehension in the Upper Elementary Grades. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 227 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Cardinal Stritch University, 2017.

This study addresses how the Common Core State Standards (CCSS) have been implemented in the Sheboygan Area School District using the Curriculum Companion Reading Framework. With the CCSS, there is an increase of 50% informational text in the elementary grades (CCSSO, 2010). The research questions are: How does teaching the Common Core State Standards in English Language Arts and Literacy's comprehension of overall reading and informational text, using the Curriculum Companion Reading Framework compare to traditional teaching methods, as assessed by Measure of Academic Progress tests in the upper elementary grades? As well as: How well do teachers know the Curriculum Companion Reading Framework? Are teachers using the framework? What are some reasons why teachers would not use CCRF?

ISBN: 9780355493320Subjects--Topical Terms:

516579
Education.

The Road to Improving Informational Text Comprehension in the Upper Elementary Grades.
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245 1 4 $a The Road to Improving Informational Text Comprehension in the Upper Elementary Grades.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 227 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Janice E. Jones.
502 $a Thesis (Ph.D.)--Cardinal Stritch University, 2017.
520 $a This study addresses how the Common Core State Standards (CCSS) have been implemented in the Sheboygan Area School District using the Curriculum Companion Reading Framework. With the CCSS, there is an increase of 50% informational text in the elementary grades (CCSSO, 2010). The research questions are: How does teaching the Common Core State Standards in English Language Arts and Literacy's comprehension of overall reading and informational text, using the Curriculum Companion Reading Framework compare to traditional teaching methods, as assessed by Measure of Academic Progress tests in the upper elementary grades? As well as: How well do teachers know the Curriculum Companion Reading Framework? Are teachers using the framework? What are some reasons why teachers would not use CCRF?
520 $a This research is a quasi-experimental design of quantitatively examining Measure of Academic (MAP) test results specific to the informational text strand. Based on 2011 NWEA Measure of Academic Progress Normative Data for reading, 10,604 scores were analyzed. The second part of the research study was based on an archived teacher survey (n=89) about teachers' beliefs on the effectiveness and usage of the Curriculum Companion Reading Framework.
520 $a The findings show that all student groups increased in overall reading as well the strand of informational text. A t-test showed all three grade levels were significantly different from the 2011 NWEA MAP Normative Overall Reading data for the fall 2012 to spring 2013 school year. The ANOVA tests show no statistically significant differences between the experimental groups receiving the Curriculum Companion Reading Framework and those receiving traditional reading instruction. The researcher believes that teacher experience had a larger impact on growth than the Curriculum Companion Reading Framework. This is based on the fact that the median and mode for teachers' years of experience was >25 years. Teacher confidence in teaching using this new framework has declined significantly compared to prior reading instruction.
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650 4 $a Educational tests & measurements. $3 3168483
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710 2 $a Cardinal Stritch University. $b Doctoral Leadership Studies. $3 2098341
773 0 $t Dissertation Abstracts International $g 79-04A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10640377