Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Carolyn Buckenmaier
Committee Member
Paul Terry
Committee Member
Barbara Packer
Committee Member
Claudia Santin
Keywords
adolescent readers, classroom performance, confidence, corrective reading, direct instruction, educator knowledge, educators, grade level growth, independent reading, instructional alignment, intervention strategies, middle school, paired samples t-test, qualitative data, quantitative data, reading achievement, reading activities, reading improvement, reading instruction, reading material selection, reading motivation, reading strategies, research-based instruction, self-selected genres, sixth-grade students, Sparkman Middle School, staff development, stanine cluster, Stanford Achievement Test, Ninth Edition, student achievement, student-teacher interaction, teacher modeling, teacher observations
Abstract
This study was designed to increase student reading achievement of 6th-grade students at Sparkman Middle School by offering increased time for reading with availability of student preferred genres and the use of selected reading strategies.
Participants selected for this study consisted of 6 teachers and 48 sixth-grade students who scored in the 1-3 stanine cluster on the Stanford Achievement Test, Ninth Edition. Additional time was built into the school’s daily schedule for independent reading of self-selected genres and individual student-teacher interaction. Students were then trained, through direct instruction and teacher modeling, to incorporate strategies during reading activities. Sixth-grade teachers participated in staff development to improve their knowledge and skill in the use of reading techniques and intervention strategies.
Both quantitative and qualitative data were collected to monitor implementation and determine effects of the study. A t-test of paired samples applied to pre- and posttesting revealed significant growth of approximately 1 grade level in student reading achievement over a 6-month period. Teacher observations noted an improvement in knowledge and classroom performance. Qualitative data indicated an increase in confidence and skill of both teacher and student participants.
There is great potential for change at the middle school level, particularly if educators align instruction with what research has demonstrated about young adolescent readers. Educators must prioritize time for reading during the school day, give students a voice in the selection of reading material, and assist those experiencing difficulty in the use of reading strategies. This is the most certain way to help them become more skilled, literate citizens.