THE BALANCED APPROACH TO LITERACY INSTRUCTION IN MIDDLE SCHOOLS
dc.contributor.author | Helmberger, Tenicia Rae | |
dc.date.accessioned | 2022-09-19T16:03:31Z | |
dc.date.available | 2022-09-19T16:03:31Z | |
dc.date.issued | 2014-12 | |
dc.identifier.uri | http://hdl.handle.net/10484/12663 | |
dc.description.abstract | The purpose of this study was to determine if the frequency with which middle school teachers implement research-based literacy strategies serves as a predictor of success on the English/language arts portion of ISTEP+. The study looked at research-based strategies in fluency, comprehension, and vocabulary. Teachers of English, language arts, social studies, science, and a combination of the above subjects were surveyed. Seven questions from each area were posed relating to the frequency of implementation per quarter. The study was split into two groups, high-poverty schools and low-poverty schools. Of those teachers surveyed, teachers in low-achieving, low-poverty schools reported using research-based fluency strategies more often than those in high-achieving, low-poverty schools. However, there was no significant difference between the frequency of implementation of research-based fluency strategies in high-achieving, high-poverty schools and low-achieving, high-poverty schools. Statistical significance was found with the reported implementation of research-based comprehension strategies among lowachieving schools compared to high-achieving schools among the high-poverty schools in this study. There was no significant difference in the frequency of implementation of comprehension strategies in low-achieving, low-poverty schools compared to high-achieving, low-poverty schools. The reported implementation of research-based vocabulary strategies was not significant among low-achieving schools compared to high-achieving schools among the lowpoverty schools in this study. Likewise, the reported implementation of research-based vocabulary strategies was not significant among low-achieving schools compared to high-achieving schools among the high-poverty schools in this study. It was predicted that the ELA ISTEP+ pass rate decreased by .509 for every one percentage increase in the free and reduced lunch percentage while holding all other variables constant. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Indiana State University | en_US |
dc.subject | Assessment | en_US |
dc.subject | schools of poverty | en_US |
dc.subject | affluent schools | en_US |
dc.title | THE BALANCED APPROACH TO LITERACY INSTRUCTION IN MIDDLE SCHOOLS | en_US |
dc.type | Dissertation | en_US |
refterms.dateFOA | 2022-09-19T16:03:32Z |