Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
John Kellmayer
Committee Member
Gene Costa
Committee Member
Barbara Packer
Keywords
achievement, administrators, curriculum, Eastern Camden County School District, English classes, English curriculum, English teachers, graduation requirements, high school students, interviews, literacy, observations, posttests, pretests, professional development, qualitative data, quasi-experimental methods, reading ability, reading achievement, reading comprehension, reading instruction, reading programs, reading scores, reading strategies, Secondary Schools, staff coordination, state-standardized tests, student surveys, teacher training, teachers, testing
Abstract
The purpose of this applied dissertation was to show improved reading comprehension by high school students through the use of reading strategies in English classes. An analysis of 3 years of state-standardized tests given in reading to all 11th graders as a graduation requirement indicated that there was a continuous decline in the average reading scores of students in the Eastern Camden County School District. Teachers supported this fact with observations that students had difficulty reading and comprehending high school level text material.
This applied dissertation revised the English curriculum to include instruction in reading strategies for all 9th-grade students. It provided English and content area teachers with professional development in methods of presenting reading strategies. Through the use of a quasi-experimental method, a reading pretest and posttest format was implemented with an experimental group as well as a control group that did not receive reading instruction. Test scores were analyzed and compared at the beginning and the end of the reading program. Analyses of qualitative data in the form of student, administrator, and teacher observations, interviews, forums, and surveys were conducted.
Implementation of the program was difficult due to scheduling, coordination, and training. Test results showed that scores for the group receiving the reading instruction increased by 3% whereas scores for the control group decreased by 3% from pretest to posttest. Test results, however, were not conclusive as to the effectiveness of the reading program as designed.
Results showed that implementation of a reading program at the high school level must provide coordination of staff; strong, consistent curriculum; and ongoing support and training to be effective.