Factors Affecting Reading Outcomes across Time in Bureau of Indian Education Reading First Schools

Autor/in	Chapman, Heather J.
Titel	Factors Affecting Reading Outcomes across Time in Bureau of Indian Education Reading First Schools
Quelle	(2010), (181 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Utah State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-2040-9
Schlagwörter	Hochschulschrift; Dissertation; Reading Comprehension; Reading Programs; American Indians; American Indian Education; Reading Achievement; Reading Ability; Kindergarten; Grade 3; Grants; Grade 1; Grade 2; National Competency Tests; Academic Failure; Educational Change + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseverstehen; American Indian; Indianer; Leseleistung; Reading competence; Lesekompetenz; School year 03; 3. Schuljahr; Schuljahr 03; Grant; Finanzielle Beihilfe; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Bildungsreform
Abstract	Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national average on tests of reading ability and reading comprehension. During recent years, many schools in the Bureau of Indian Education system requested funding through the Reading First initiative. Schools used the funding and support provided by the BIE Reading First grant to attempt system-wide change at the school level in order to refocus efforts on increasing reading achievement. The current study investigated the impact of the Reading First Initiative on American Indian students in kindergarten through third grade. Results suggest that the models and methods employed using funding from the Reading First grant had a positive impact on certain aspects of reading achievement in students. Instructional Leadership Changes had a negative impact on student achievement while certain reading programs were found to have a more positive impact on some students than others. Furthermore, regardless of beginning of year reading level, all students showed increased gain in end-of-year outcome scores over time. Same grade cohort groups of students in kindergarten, second, and third grades demonstrated increased average scores over time as schools continued to implement Reading First models. Finally, while the gap between students with intensive needs and their peers was not erased, it also did not widen. Based on research indicating gain for these students is often below that of their peers, this is an important finding. Thus, it appears that the impact of Reading First in relation to teaching younger students the basic building blocks needed to read with fluency in the later grades was positive in the current sample. [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	2017/4/10