Date of Award
Fall 12-1-2014
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership
Abstract
The purpose of this study was to determine if the frequency with which middle school teachers implement research-based literacy strategies serves as a predictor 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 studies, science, and a combination of the above subjects were surveyed. Seven questions from each area were posed relating to the frequency of implementation per quarter. The study was split into two groups, high-poverty schools 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 in high-achieving, low-poverty schools. However, there was no significant difference between the frequency of implementation of research-based fluency strategies in high-achieving, high-poverty schools and low-achieving, high-poverty schools. Statistical significance was found with the reported implementation of research-based comprehension strategies among low-achieving schools compared to high-achieving schools among the high-poverty schools in this study. There was no significant difference in the frequency of implementation of comprehension strategies in low-achieving, low-poverty schools compared to high-achieving, low-poverty schools. The reported implementation of research-based vocabulary strategies was not significant among low-achieving schools compared to high-achieving schools 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 high- iv achieving schools among the high-poverty schools in this study. It was predicted that the ELA ISTEP+ pass rate decreased 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. 196.
https://scholars.indianastate.edu/etds/196
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Ancient, Medieval, Renaissance and Baroque Art and Architecture Commons, History of Science, Technology, and Medicine Commons, Literature in English, Anglophone outside British Isles and North America Commons, Literature in English, North America, Ethnic and Cultural Minority Commons, Other English Language and Literature Commons, Other Feminist, Gender, and Sexuality Studies Commons, Other Film and Media Studies Commons, Other French and Francophone Language and Literature Commons, Other German Language and Literature Commons, Other History of Art, Architecture, and Archaeology Commons, Other Italian Language and Literature Commons, Other Spanish and Portuguese Language and Literature Commons, Other Theatre and Performance Studies Commons