Middle School Special Education Standardized Reading Test Scores: A Quasi-Experimental Study

Autor/in	Jackson, Leonard B.
Titel	Middle School Special Education Standardized Reading Test Scores: A Quasi-Experimental Study
Quelle	(2018), (181 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-0795-0
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Special Education; Standardized Tests; Reading Tests; Scores; Quasiexperimental Design; Statistical Significance; Teaching Methods; Criterion Referenced Tests; Inclusion; Reading Teachers; Experimental Groups; Control Groups; Outcomes of Education; Statistical Analysis; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Special needs education; Sonderpädagogik; Sonderschulwesen; Standadised tests; Standardisierter Test; Lesetest; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Lernleistung; Schulerfolg; Statistische Analyse
Abstract	The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth grade special education students receiving multiple instructional strategies and sixth, seventh, and eighth grade students receiving traditional instructional strategies. This study was based on the previously taken standardized Criterion Referenced Competency Test in reading. The study took place in a Southwest Georgia School District. Multiple instructional strategies such as small groups and computerized reading lessons were used in the inclusion-reading classrooms. The reading teachers believed the inclusion model would not be beneficial. The researcher examined one main research question with supporting hypotheses. The main research question was answered whether there is a statistically significant difference between students receiving multiple instructional strategies and students receiving traditional instructional strategies. The experimental group for this study received inclusion instruction while the controlled group received traditional instruction. A data analysis was completed and based on the findings, students receiving traditional instruction achieved a mean score of 830. The inclusion students receiving multiple instruction achieved a mean score of 818. Despite the difference in mean scores, the inclusion students were also successful. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the 0.05 significance level to interpret the data. [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