The Effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on Students' Third Grade Reading Guarantee (TGRG) Assessment Scores

The Effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on Students' Third Grade Reading Guarantee (TGRG) Assessment Scores
Author: Susan M. Breymaier
Publisher:
Total Pages: 297
Release: 2018
Genre: Educational tests and measurements
ISBN:
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Providing struggling readers with research-based interventions, outside of the regular school day, is advantageous in giving students the time they need to remediate the basic foundational skills necessary for proficient reading. Therefore, to increase learning time and provide reading intervention for students who have not mastered basic foundational reading skills, Toledo Public Schools delivers an intense, research-based summer reading intervention program (RAISE) to third grade students who have not met the Third Grade Reading Guarantee (TGRG) by the end of the students' third grade school year. The purpose of this study is to evaluate the reading achievement of students participating in this intensive, summer reading program. Quantitative analysis is the methodology that was used in this study to determine if statistical differences existed on reading assessment scores for students who qualified for the RAISE summer program. The results of the SPSS analysis indicated that students who attended the RAISE summer program earned a slightly higher mean score, the following school year, on their spring state reading assessment than students who were identified for the RAISE program and did not participate. However, the difference was not statistically significant. The results further indicated that even though there was sufficient evidence that there may be a difference for the same student before and after participation in the RAISE summer program, for a majority of the years analyzed, the t-test mean scores were, in most cases, not high enough to meet the TGRG requirements. The results also indicated that while students who attended the RAISE summer program made mean score gains, there was no significant differences between students who attended more than 80 percent of the time and students who attended less than 80 percent of the time. Implications of this study indicate that increased learning time outside the regular school day does benefit students, however, this increased learning time needs to occur before third grade. Recommendations were made for both practice and future research, including recommendations for early childhood increased learning time programs.

The Impact of a Computer-based Reading Intervention Program, "Academy of Reading" on Reading Achievement of Second and Third Graders

The Impact of a Computer-based Reading Intervention Program,
Author: Tammy Bruce Wilkinson
Publisher:
Total Pages:
Release: 2008
Genre: Academic achievement
ISBN:
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This study's purpose was to examine the impact of a computer-assisted reading program, "Academy of Reading," on reading achievement of 2nd and 3rd grade readers. The researcher studied the impact a computer-aided reading program had on the reading achievement of students in a central Mississippi suburban school district. A quasi-experimental research design was used to conduct the research. There were a total of 8 intact classes out of 30 classes from 1 elementary school used in the study. Of these 8, 4 were 2nd-grade classes of 15 intact classes and 4 were 3rd-grade classes of 15 intact classes. The 2nd grade reading classes that were selected were identified as below average according to the Scientific Research Association (SRA) Reading Placement Test. The 3rd grade classes selected were performing at grade level. The 3rd grade did not have many intact classes below the established grade 3 level as in 2nd grade. The selected classes were randomly put in the control and quasi-experimental groups. Both groups were given the STAR reading assessment as a pretest. The quasi-experimental group contained 65 students who received the treatment for a 9-week period. Each class went to the computer lab 3 times a week for 30-minute sessions. The control group contained 68 students who continued with independent reading activities in the classroom. At the end of the quasi-experimental treatment both groups were administered the STAR reading assessment as the post-test. The control group had a pretest mean score of 3.14 and the quasi-experimental group had 2.64. An analysis of covariance was used to adjust for the pretest differences. The post-test scores indicated a slight increase in the mean scores in reading performance of both groups. The mean score for the control group was 3.30 and the quasi-experimental group was 2.87. The control group students improved the mean score by 0.16 and the quasi-experimental group improved by 0.23 points. There was no significant difference; therefore the null hypothesis was accepted. The quasi-experimental group had increased in reading performance as suggested by many articles and research publications, such as Fiedorowicz and Trites (1987), Colorado Commission of the States (1999), and Schacter (2000) supporting Academy of Reading. When the data were analyzed based on gender, ethnicity, and grade level, the quasi-experimental group had the largest increase in the mean scores. However, the findings showed that there was no statistical difference among the groups based on these demographic variables.

The Effects of Kindergarten Through Second Grade Reading Instruction and Intervention on Third Grade Reading Achievement

The Effects of Kindergarten Through Second Grade Reading Instruction and Intervention on Third Grade Reading Achievement
Author: Teresia Chevalier-Metzger
Publisher:
Total Pages: 147
Release: 2013
Genre: Academic achievement
ISBN:
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State and local assessment data from 117 students in one school in the California Central Valley were examined to determine how much participation in a kindergarten through second grade multitiered reading intervention model contributed to third grade reading achievement, over and above the demographic factors of ethnicity, socioeconomic status, parent education level, English language level in kindergarten, gender, and age at kindergarten entry. State and local assessment data were also examined to determine how much participation in a kindergarten through second grade multitiered reading intervention model contributed to third grade reading achievement, over and above the kindergarten reading readiness factors of letter sounds, oral blending, oral segmenting, consonant-vowel-consonant (CVC) word reading, and high frequency word (HFW) reading. Multiple regression analyses with ordered sets of predictors were conducted to identify the relationship of the factors to students' third grade end-of-year reading performance. Additionally, multiple regression analyses were conducted to examine the contributions of three intervention--Systematic Instruction in Phonemic Awareness, Phonics, and Sight Words (SIPPS); Reads Naturally; and teacher-created interventions--over and above demographic factors on end-of-intervention assessments. Kindergarten reading readiness and demographic factors significantly contributed to third grade reading achievement, while the effects of participation in a multitiered intervention model were not significant.