Theses and Dissertations

Date of Award

2004

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

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

Advisor

Linda Gaughan

Committee Member

Janice Bevan

Committee Member

Maryellen Maher

Keywords

Elementary Schools/Reading/Reading Programs/Balanced Literacy/Reading Achievement/Academic Achievement

Abstract

The problem under investigation was the effectiveness of Norfolk Public Schools’ Balanced Literacy Program and the extent to which principals and reading teachers were supportive. Despite the implementation of this program a few years ago, literacy achievement had remained low, or increased slowly. The purpose of the project was to measure the effectiveness of this program, and the extent of support from principals and reading teachers.

To assist in evaluating the Balanced Literacy Program, seven research questions guided this study: “What achievement patterns are noticed since the implementation of the Balanced Literacy Program?” “Are there consistent gains in the reading scores of students from the 2000 – 2001 school year to the 2002 – 2003 school year?” “How well are teachers trained to implement the Balanced Literacy Program?” “What percentages of reading teachers actively promote/encourage the program?” “What percentages of principals actively promote/encourage the program?” “What challenges or barriers are there that may prevent effective implementation of the program?” and “What recommendations can be made for improvement in the Balanced Literacy Program based on findings from the evaluation?”

An evaluation methodology was used in this study. Standards of Learning (SOL) and Phonological Awareness Literacy Screening (PALS) testing in addition to questionnaires and focus group discussions served as the primary sources of data. The questionnaire and focus group questions were designed to focus on NPS’s Balanced Literacy Program. In this study, the Balanced Literacy Program in the 35 elementary schools in the district was evaluated. An analysis of the data revealed gradual increases in test scores over the past 3 years (particularly in grades 3 and 5). It was evident that student achievement was increasing in literacy. However, in kindergarten and first grade, it was inconsistent from year to year. Recommendations were to increase balanced literacy training for teachers and administrators, train teachers to analyze data and utilize that data to guide instruction, and increase monitoring of implementation to ensure effective best practices are in place and that teaching and learning are occurring at all times and at all locations.

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