A Quantitative Study Comparing the Academic Achievement of Seventh Grade Reading Students Exposed to Two Types of Reading Strategies

Autor/in	Peterson, Joanne A.
Titel	A Quantitative Study Comparing the Academic Achievement of Seventh Grade Reading Students Exposed to Two Types of Reading Strategies
Quelle	(2012), (174 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-3630-4
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Middle School Students; Grade 7; Reading Achievement; Reading Strategies; Multiple Intelligences; Art Education; Integrated Curriculum; Reading Instruction; Reading Tests; Reading Improvement; Standardized Tests; High Stakes Tests; Active Learning; Comparative Analysis; Statistical Analysis; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Leseleistung; Reading strategy; Leselernstufe; Lesetechnik; Intelligenz (Psy); Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Leseunterricht; Lesetest; Standadised tests; Standardisierter Test; Aktives Lernen; Statistische Analyse
Abstract	Many middle school students are not achieving the Adequate Yearly Progress (AYP) at individual schools in North Carolina. A consequence of continual failure to reach AYP goals is the withdrawal of Title 1 funding. Since federal funds are an integral part of nearly half of the public schools in North Carolina, it is imperative that students improve standardized test scores and reach or exceed AYP goals. Through high-stakes testing and new legislation, individual teachers and schools have become accountable for student performance and progress. Teachers must engage students in interesting, active learning, such as visual art activities, especially at the middle school level in order to succeed on standardized tests. One way for teachers to meet the diverse needs and interests of North Carolina's students is through an arts-based multiple intelligence approach. The causal comparative study contributed to knowledge to the field of education, because the literature addressing the integration of the arts with pubescent middle school students, particularly in reading instruction is lacking. Results of the quantitative study, a comparison of standardized reading tests scores, sought to determine the existence of a relationship between an arts-based curriculum and middle school students' test performance. Implications of multiple intelligence theory for educators and teaching styles are important in education because it addresses performance, as well as exploration and creativity. [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