A Study of a District-Wide Vocabulary Program Implemented to Improve Reading Comprehension on the North Carolina End-of-Grade Assessment

Autor/in	Stivers-Blaebaum, Janet E.
Titel	A Study of a District-Wide Vocabulary Program Implemented to Improve Reading Comprehension on the North Carolina End-of-Grade Assessment
Quelle	(2013), (143 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-1597-2
Schlagwörter	Hochschulschrift; Dissertation; Vocabulary; Reading Comprehension; Reading Instruction; Grade 3; Grade 4; Grade 5; Scores; Elementary School Students; Elementary School Teachers; Reading Teachers; Teacher Attitudes; Formative Evaluation; Summative Evaluation; Regression (Statistics); Reading Achievement; Program Implementation; Program Effectiveness; Correlation; Reading Tests; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Wortschatz; Leseverstehen; Leseunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Lehrerverhalten; Regression; Regressionsanalyse; Leseleistung; Korrelation; Lesetest
Abstract	Research has shown that there is a strong link between reading comprehension and vocabulary, yet many children lack the required vocabulary needed to perform adequately on reading comprehension assessments. The purpose of this study was to evaluate the teaching of Larry Bell's 12 Powerful Words vocabulary program in order to raise third, fourth and fifth grade test scores on the North Carolina Reading Comprehension End-of-Grade Assessments. This study surveyed third, fourth and fifth grade teachers concerning their beliefs of the efficacy of this vocabulary program, surveyed third, fourth and fifth grade students to determine their knowledge of these 12 words, and tallied the occurrence of these 12 words on formative and summative assessments administered within the district. A regression analysis was performed to determine if there was a relationship between teachers' perceptions and student performance on the North Carolina Reading Comprehension End-of-Grade Assessments. Results of the regression analysis showed no significant relationship between teachers' beliefs of the value of teaching these 12 words and students' mean scores across 12 years of third, fourth and fifth grade North Carolina Reading Comprehension End-of-Grade Assessments in the district of study. Results of the word searches indicate that only five of these 12 words occurred frequently enough to impact reading assessments. An implication of this study is that teaching and learning a short list of vocabulary words may not result in higher scores on reading comprehension assessments. [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