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The impact of direct reading instruction for middle school students at Newfield Middle School, Newfield, New York
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The impact of direct reading instruction for middle school students at Newfield Middle School, Newfield, New York
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Dissertation
The impact of direct reading instruction for middle school students at Newfield Middle School, Newfield, New York
2004
Overview
The researcher investigated the impact of time in direct reading instruction (DRI) for middle school students (n = 345). The comparison group had only English language arts (ELA). The treatment group had ELA and time in DRI. ANOVA was used to analyze time in DRI, gender, and special education on achievement following DRI on the New York State Intermediate English Assessment (NYSIELAA). There was a significant increase (p ≤ .05) in special education scores. Effect sizes were large for special education student performance (2.79), and male performance (1.39). Female scores decreased after DRI (−.48). A matched-pair t test showed a significant ( p ≤ .001) gain on the Degrees of Reading Power (DRP) test for treatment vs. comparison groups after 2 years of ELA and DRI.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9780496773756, 0496773755
