An Action Research Study Investigating the Impact of Iron-Rich School Nutrition on Lexile Scores of Middle Grades Students

Autor/inn/en	Joiner, Lori Ann; Gutierrez de Blume, Antonio P.; Melton, Teri Denlea; McBrayer, Juliann Sergi
Titel	An Action Research Study Investigating the Impact of Iron-Rich School Nutrition on Lexile Scores of Middle Grades Students
Quelle	In: RMLE Online: Research in Middle Level Education, 44 (2021) 10, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gutierrez de Blume, Antonio P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2021.1998950
Schlagwörter	Middle School Students; Nutrition; Nutrition Instruction; Food; Poverty; Low Income Students; Gender Differences; Racial Differences; Ethnicity; Socioeconomic Status; Intervention; Dining Facilities; Scores; Standardized Tests; Language Arts; Reading Achievement; Cognitive Development; Georgia + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ernährung; Nutrition education; Ernährungserziehung; Lebensmittel; Armut; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Mensa; Standadised tests; Standardisierter Test; Sprachkultur; Leseleistung; Kognitive Entwicklung
Abstract	This action research study examined the feasibility of an iron-rich school nutrition program on student Lexile scores while controlling for gender, race, and socioeconomic status. The study employed a quasi-experimental research design in which independent intact groups served as either comparison group (students not exposed to the implementation of the iron-rich menu) or treatment group (students enrolled in the school in the 2016--2017 academic year during the implementation of the iron-rich menu). Four hundred and fifty middle-school students from southeast Georgia participated in the study (189 in the treatment group and 261 in the comparison group). The school developed, implemented, and promoted a new iron-rich menu for the students. Lexile data were collected from the Georgia End of Grade English Language Arts Assessment. A one-way ANCOVA was conducted while controlling for gender, race, and socioeconomic status. The findings resulted in a significant increase in Lexile score for students exposed to the iron-rich nutrition program compared to the comparison group of students not exposed to the iron-rich menu, even after controlling for the statistical effect of gender, race, and socioeconomic status. This study addressed gaps in the research connecting a school nutrition program that offers iron-rich food to academic growth as measured by Lexile scores on a middle grades reading assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01