Date of Award
1-1-1992
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Child and Youth Care Administration
Advisor
Joan Mignerey
Keywords
Language Arts, Elementary, Primary, Reading, whole Language, Literature, Administration, Teachers, Educators, Education
Abstract
This report describes a program to Improve reading skills of first-grade students in an elementary school in southern New Jersey. Analysis of the problem situation revealed that standardized test response percentages for first-grade students were lower than expected over a three-year period for reading subtests in comprehension and vocabulary. A traditional, basal approach. had been used for more than five years. The manner in which standardized test scores were reported gave a false impression of student progress. Item analysis by teachers had not taken place on a thorough or consistent basis. Past attempts to involve teachers in the investigation of newer methodology and techniques for the teaching of reading and language arts had been unsuccessful or met with resistance. Three Intervention strategies were used in the project. The solution strategies Involved the use of a non-basal approach to the teaching of reading, a comprehensive teacher training program and parent-information sessions. The strategies were linked together to create a process of change rather than a mandated change. All interventions were suggested by the literature. As a result of the practicum Intervention strategies, non-basal Instructional techniques were successfully Introduced. Kindergarten basal use was eliminated, first-grade basal use was reduced to less than 10%, and second-grade basal reading instruction was less than 25%. Integrated instruction methods were Implemented as the primary method for the teaching of reading. First-grade standardized test right response percentages for comprehension and vocabulary did not increase as expected. Scores decreased in eight of nine subsections. However, first-grade teacher evaluation of student progress indicated as good or better performance when compared with prior groups of children.