Student and Teacher Engagement in a Scripted Literacy Program: a Case Study of the High Point Reading Intervention Program in an Urban Elementary School
Graduation Date
Spring 2004
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
This case study focuses on the engagement levels of fourth grade students at one urban elementary school participating in High Point, a literacy intervention program. The study also examines teacher engagement in the program. High Point is a “late” literacy intervention program published by Hampton Brown. It targets fourth through eighth grade students who test at least two years below grade level in literacy. Data were gathered in two ways. The researcher conducted eight observations of the literacy time period during which student engagement was measured using an observational tool. The researcher also interviewed each of two teachers regarding their experiences using this program. Several outcomes were observed. Data showed that the teachers did not use the program significantly despite the district requirement that it be used exclusively. Quantitative data suggest that students were less engaged during High Point lessons than during other lessons, though limited information does not make this finding significant. Implications of teachers’ reactions to using such scripted curriculum are the most revealing aspect of this study. An appendix includes observation tools, interview questions, and a data table. This study cites 29 references.