Date of Award
2014
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this study was to determine if the frequency in which middle school teachers implement research based literacy strategies serve as predictors of success on the English/ Language Arts portion of ISTEP+. The study looked at research based strategies in fluency, comprehension, and vocabulary. Teachers of English, Language Arts, Social Social Studies, Science, and a combination of the above subjects were surveyed. The seven questions were posed relating to the frequency of implementation per quarter. The study was split into two files, high poverty and low poverty schools. Of those teachers surveyed, teachers in low achieving, low poverty schools reported using research based fluency strategies more often than those of high achieving, low poverty schools. However, there was no significant difference among the frequency of implementation of research based fluency strategies in high achieving, high poverty schools in comparison to those of low achieving, high poverty schools. Statistical significance was found with the reported implementation of research based comprehension strategies among low achieving schools compared to their counterparts among the high poverty schools in this study. Teachers surveyed in low achieving schools reported using comprehension strategies more often than those in high achieving schools. The reported implementation of research based vocabulary strategies was not significant among low achieving schools compared to their counterparts among the low poverty schools in this study. Likewise, the reported implementation of research based vocabulary strategies was not significant among low achieving schools compared to their counterparts among the high poverty schools in this study. It is predicted that the ELA ISTEP+ pass rate will decrease by .509 for every one percentage increase in the free and reduced lunch percentage while holding all other variables constant
Recommended Citation
Helmberger, Tenicia Rae, "The Balanced Approach To Literacy Instruction In Middle Schools" (2014). All-Inclusive List of Electronic Theses and Dissertations. 1463.
https://scholars.indianastate.edu/etds/1463