An Investigation of Basic and Borderline Proficient Students' Comprehension Reading Achievement Using the Read 180 Computerized Instructional Program

Autor/in	Piper, Deborah L.
Titel	An Investigation of Basic and Borderline Proficient Students' Comprehension Reading Achievement Using the Read 180 Computerized Instructional Program
Quelle	(2013), (163 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Indiana University of Pennsylvania
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-9776-3
Schlagwörter	Hochschulschrift; Dissertation; Reading Comprehension; Reading Achievement; Computer Assisted Instruction; Reading Instruction; Achievement Gains; Instructional Effectiveness; Elementary School Students; Grade 5; Mixed Methods Research; Scores; Reading Tests; Elementary School Teachers; Interviews; Parents; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseverstehen; Leseleistung; Computer based training; Computerunterstützter Unterricht; Leseunterricht; Achievement gain; Leistungssteigerung; Unterrichtserfolg; School year 05; 5. Schuljahr; Schuljahr 05; Lesetest; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Eltern
Abstract	The purpose of this study was to see if students made gains in reading achievement in the area of reading comprehension by having used a computerized reading instructional program entitled "READ 180RTM." The researcher included a qualitative component to gather teacher and parent perceptions of the use of this program. The theoretical framework used for this study was Lev Vygotsky's Zone of Proximal Development. Specifically, this study examined two elementary schools' fifth-grade students who scored basic or borderline proficient (a score of 1384 or lower) on the Pennsylvania Systems of School Assessment (PSSA). Both elementary schools received two hours of language arts instruction daily using the Harcourt Brace basal reading series and novels. One elementary school provided an hour of reading instruction for their basic and borderline proficient students using the READ 180RTM instructional program as part of their two hour language arts instructional time. The other elementary school, using a similar group of students, received the Harcourt Brace basal language arts instruction for the same amount of time. This study utilized an explanatory mixed-methods approach to determine if the READ 180RTM program supported student reading comprehension growth. The researcher used quantitative data. This data were the scores collected from the STARRTM and PSSA reports for each fifth-grade student in the study to see if there had been individual growth in reading comprehension for them. The researcher used qualitative data. These data consisted of interviews that the researcher conducted with the teachers involved with this study and the parents of the READ 180RTM fifth-grade students. The fifth-grade students involved with the READ 180RTM program did not make statistically significant reading comprehension growth compared to the fifth-grade students who did not use this program. The STARRTM test and PSSA reading test scores do reveal that individual students did make reading comprehension growth on both tests while included in the READ 180RTM program. The data do not confirm that this growth is due to using the READ 180RTM program. Teachers and parents do support the use of the READ 180RTM program and believe that the fifth-grade students benefited from that instruction. [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