Theses and Dissertations

Date of Award

2007

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

Claudia Chaille

Committee Member

Patricia Heiselberg

Committee Member

Maryellen Maher

Keywords

Beginning Reading/Reading Difficulties/Instructional Strategies/Critical Theory/Classroom Research

Abstract

This study was a formative evaluation of a federally funded, early-literacy initiative. A 5- year State Improvement Grant (SIG) was awarded to an urban school district. The study investigated the first phase of the initiative’s implementation, September 2004 to January 2007. To establish reading proficiency by the end of Grade 3, as defined by the No Child Left Behind Act of 2001, school districts are expected to implement literacy programs and professional development that provide the basis for sound curriculum decisions and instructional approaches to prevent early reading failure.

The SIG early-literacy initiative in this 5-month, mixed-methods study was designed to support research-based instruction and evidence-based practices to increase students’ reading achievement in kindergarten through Grade 3. The research design was based on Stufflebeam’s context, input, process, and product model for program evaluation. Quantitative data were Dynamic Indicators of Basic Early Literacy Skills scores of all kindergarten through Grade 3 students in the four schools. Qualitative data included classroom observations as well as surveys administered to 22 teachers, 5 administrators, and a literacy coach. Finally, third-party evaluators hired by the executive director of the grant conducted individual interviews at each site.

Findings provided insight into the various components of literacy instruction and teacher competencies. Results affirmed fidelity of implementation for some areas of the initiative, while demonstrating deficits and critical needs in other areas. The variability in the results highlights the essential roles that context, input, process, and product play in mediating the impact of the early-literacy initiative on student outcomes. This research should assist the SIG efforts to improve literacy instruction for the duration of the grant.

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