Dominican University of California
 

Oral Presentations - Guzman 202

Analysis of Pre-test and Post-test Performance of Students in a Learning Center Model at the Elementary School Level

Marion E. Schalich, Dominican University of California

Abstract/Description

Many students are struggling in school academically. These students do not qualify for additional resources. Typically these students continue to struggle in their classroom, year after year. Additionally, teachers tend to socially promote these students. These students continue to fail because they are lacking foundational skills.

The purpose of this study is to examine the impact of small group instruction using select reading comprehension strategies on student reading achievement comparing MAPs (Measures of Academic Progress) from September to February.

The literature suggests that reading comprehension strategies and phonetic awareness improvements are only noted in small group instruction. Kelly and Campbell (2014) indicate that there are five necessary components for helping students to make progress in reading: explicit phonics instruction, listening comprehension, reading comprehension skills, tutoring opportunities, and at home component. D’Ardenne, Barnes, Hightower, Lamason, Mason, Patterson, and Erikson (2013) study, the students were pulled into small groups, 3-5 students, to work on reading comprehension and reading fluency. After implementing these new strategies, the students in the intervention program increased and showed growth on their statewide reading assessments. Biggart, Kerr, O’Hare, & Connolly (2013) results not only showed significant improvement on the students reading skills but also saw improvement on students behavior and concentration in their general education classes too.

This is a teacher action research project. Pre test and posttest quantitative data will be collected and analyzed.

Biggart, A., Kerr, K., O’Hare, L., & Connolly, P. (2013). A randomised control trial evaluation of a literacy after-school programme for struggling beginning readers. International Journal of Educational Research, 62, 129-140. doi:10.1016/j.ijer.2013.07.005

D'Ardenne, C., Barnes, D. G., Hightower, E. S., Lamason, P. R., Mason, M., Patterson, P. C., Erickson, K. A. (2013). PLCs in action: Innovative teaching for struggling grade 3-5 readers Wiley-Blackwell. doi:10.1002/TRTR.1180

Kelly C., & Campbell L. (2014) Helping Struggling Readers Online journal of John Hopkin School of Education Retrieved Oct. 2nd , 2014 from http://education.jhu.edu/PD/newhorizons/strategies/topics/literacy/articles/helping-struggling-readers/

 
Apr 24th, 1:00 PM Apr 24th, 1:15 PM

Analysis of Pre-test and Post-test Performance of Students in a Learning Center Model at the Elementary School Level

Guzman 202

Many students are struggling in school academically. These students do not qualify for additional resources. Typically these students continue to struggle in their classroom, year after year. Additionally, teachers tend to socially promote these students. These students continue to fail because they are lacking foundational skills.

The purpose of this study is to examine the impact of small group instruction using select reading comprehension strategies on student reading achievement comparing MAPs (Measures of Academic Progress) from September to February.

The literature suggests that reading comprehension strategies and phonetic awareness improvements are only noted in small group instruction. Kelly and Campbell (2014) indicate that there are five necessary components for helping students to make progress in reading: explicit phonics instruction, listening comprehension, reading comprehension skills, tutoring opportunities, and at home component. D’Ardenne, Barnes, Hightower, Lamason, Mason, Patterson, and Erikson (2013) study, the students were pulled into small groups, 3-5 students, to work on reading comprehension and reading fluency. After implementing these new strategies, the students in the intervention program increased and showed growth on their statewide reading assessments. Biggart, Kerr, O’Hare, & Connolly (2013) results not only showed significant improvement on the students reading skills but also saw improvement on students behavior and concentration in their general education classes too.

This is a teacher action research project. Pre test and posttest quantitative data will be collected and analyzed.

Biggart, A., Kerr, K., O’Hare, L., & Connolly, P. (2013). A randomised control trial evaluation of a literacy after-school programme for struggling beginning readers. International Journal of Educational Research, 62, 129-140. doi:10.1016/j.ijer.2013.07.005

D'Ardenne, C., Barnes, D. G., Hightower, E. S., Lamason, P. R., Mason, M., Patterson, P. C., Erickson, K. A. (2013). PLCs in action: Innovative teaching for struggling grade 3-5 readers Wiley-Blackwell. doi:10.1002/TRTR.1180

Kelly C., & Campbell L. (2014) Helping Struggling Readers Online journal of John Hopkin School of Education Retrieved Oct. 2nd , 2014 from http://education.jhu.edu/PD/newhorizons/strategies/topics/literacy/articles/helping-struggling-readers/