A Study of the Effectiveness of Literacy Interventions on Middle and High School Students

Autor/inn/en	Looney, Gina; Gladson, Amy; Luna, Jean
Titel	A Study of the Effectiveness of Literacy Interventions on Middle and High School Students
Quelle	(2017), (200 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lipscomb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-7022-2
Schlagwörter	Hochschulschrift; Dissertation; Response to Intervention; Reading Instruction; Learning Disabilities; Reading Difficulties; Program Effectiveness; Grade 9; Pretests Posttests; Attendance; Discipline; Student Characteristics; Secondary Education; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Achievement Gains; Correlation; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseunterricht; Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; School year 09; 9. Schuljahr; Schuljahr 09; Anwesenheit; Disziplin; Sekundarbereich; Lehrerverhalten; Schülerverhalten; Achievement gain; Leistungssteigerung; Korrelation
Abstract	Response to Intervention and Instruction (RTI) is now the process for providing and monitoring reading interventions for students. In Tennessee, RTI is also used to identify students who may have a learning disability in the area of reading. For this reason, school districts are continuously evaluating the success of their RTI efforts in order to provide the best interventions. The authors in this study investigated the success of RTI efforts for a Middle Tennessee school district by focusing on a group of ninth-grade students who had received multiple years of intervention services. Researchers analyzed pretest and posttest data, attendance records, and discipline history of the students. An additional purpose of this study was to determine the perceived levels of effectiveness of literacy interventions at the secondary level through an examination of perceptions from district leaders, teachers, and students enrolled in intervention courses. Most impressive was the constant improvement shown through the analysis of universal screening data for 2 years for this cohort of students. After a thorough analysis of the data, it was determined that no statistically significant relationship existed between student attendance and suspensions and student achievement during the years students participated in Tier III literacy interventions. However, a correlational analysis revealed a negative relationship between student achievement scores and discipline referrals. The perceptions of students, teachers, and administrators indicated they felt interventions were successful in meeting the needs of students. Although students largely indicated a lack of reading enjoyment, most indicated that interventions had improved their success in reading related tasks. The researchers provided suggestions for practice for this Middle Tennessee school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01