Theses and Dissertations

Date of Award

2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Jamie Manburg

Committee Member

Lauralee Carr

Keywords

Computer based programs, reading performance, fourth grade students, teacher professional development, assessments

Abstract

The intent of this applied dissertation was to determine whether a reading intervention of a computer-based program would increase the reading comprehension and vocabulary skills of students in fourth grade in a Title I elementary school. Although the No Child Left Behind Act (NCLB) covers various federal education programs, the law’s requirements for testing, accountability, and school improvement receive the most attention. NCLB requires states to test students in reading and mathematics annually in Grades 3-8 and once in Grades 10-12. Schools must test students in science once in Grades 3-5, 6-8, and 10-12. Individual schools, school districts, and states must publicly report test results in the aggregate and for specific student subgroups, including low-income students, students with disabilities, English-language learners, and major racial and ethnic groups.

This study involved a computer-based reading program with small instructional groups, flexible groupings, professional learning communities for fourth-grade teachers, and biweekly common-planning teacher meetings. The selection of students for the use of the reading intervention program was based on literacy benchmarks, benchmark assessments, standardized assessments, and low reading levels. Fourth-grade teachers received professional development and constructive feedback to improve instructional methodology. The time each student participated in the intervention program was monitored on a weekly basis.

The analysis of data revealed that the achievement levels of student participants on the reading comprehension test improved as a result of the i-Ready computer-based program. The students were engaged and motivated to complete reading lessons on the computer because of high interest levels and various multimedia components of the i-Ready computer-based program.

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