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Early literacy intervention as an al...

Spaulding, Charlene L.

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Early literacy intervention as an alternative approach to instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Early literacy intervention as an alternative approach to instruction./
作者:	Spaulding, Charlene L.
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1335.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3260122
ISBN:	9781109978872

Early literacy intervention as an alternative approach to instruction.
Spaulding, Charlene L.

Early literacy intervention as an alternative approach to instruction. - 200 p.

Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1335.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2007.

This study is a longitudinal examination of early literacy intervention programs as an organizational school wide-approach to instruction in one suburban school district in the Northeast. These programs were developed to enable first grade students, who were at risk for acquiring beginning reading skills, to achieve in reading at apace similar to their peers. This study examined the achievement demonstrated by these students as they progressed through the primary grades. Finally, this study investigated the aspects of district and school-wide policy that were necessary to support early intervention for students at risk for acquiring beginning reading skills. Participants in this study were students in an experimental group (N = 54), who were identified to be at risk for literacy achievement during their pre-first grade year of 2003--2004 and students in a control group (N = 54), who participated in the regular classroom reading program from the pre-first grade assessment through the third grade assessment.

ISBN: 9781109978872Subjects--Topical Terms:

641385
Elementary education.

Early literacy intervention as an alternative approach to instruction.
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245 1 0 $a Early literacy intervention as an alternative approach to instruction.
300 $a 200 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1335.
500 $a Adviser: Jo Ann Brewer.
502 $a Thesis (Ed.D.)--University of Massachusetts Lowell, 2007.
520 $a This study is a longitudinal examination of early literacy intervention programs as an organizational school wide-approach to instruction in one suburban school district in the Northeast. These programs were developed to enable first grade students, who were at risk for acquiring beginning reading skills, to achieve in reading at apace similar to their peers. This study examined the achievement demonstrated by these students as they progressed through the primary grades. Finally, this study investigated the aspects of district and school-wide policy that were necessary to support early intervention for students at risk for acquiring beginning reading skills. Participants in this study were students in an experimental group (N = 54), who were identified to be at risk for literacy achievement during their pre-first grade year of 2003--2004 and students in a control group (N = 54), who participated in the regular classroom reading program from the pre-first grade assessment through the third grade assessment.
520 $a This study consisted of two separate components. Each component was implemented separately using a different research design. First, progress in reading achievement was measured quantitatively using the results from the Signposts of Early Literacy Development. The mean achievement (pre-test and post-test) of the students assigned to the Control Group (N = 15), the Literacy Support Group (N = 15) and the Title I Support Group (N = 15) was used to compare the students' performance in first, second and third grade through descriptive statistics, including scatter plots with regression lines for school years 2003--2004, 2004--2005, and 2005--2006. The progress of a sub-group of students (N = 12), who participated in the Summer Literacy Support Program in addition to the Literacy Support Program and the Title I Support Program, was also compared to determine if the extra time serviced impacted progress. The progress of another sub-group of students (N = 13) who had not attended kindergarten was also compared to determine if no kindergarten experience impacted progress.
520 $a Second, a qualitative research design used grounded theory to analyze data collected through interviews with administrators (N = 4) to determine the policies and resources that were put in place to support the early literacy intervention programs. Interviews with staff (N = 6) who delivered the early intervention services were held to gather data on the daily aspects of the early literacy programs. Students (N = 116) were surveyed using the Elementary Reading Attitude Survey (ERAS) to determine how the students who received intervention saw themselves as readers compared to a control group of third graders who were not considered to be at risk. Supplementary, qualitative and quantitative data were gathered through participant-observation.
520 $a Findings suggested that the early literacy intervention programs in this school district enabled students who had been identified as at risk for beginning reading development prior to first grade to progress through the primary-grades with achievement that was in the average range for grade level norms as established by Touchstone Applied Science Associates (TASA) for the Signposts Early Literacy Battery (2001). Exceptions were those students who did not attend kindergarten. Students with no kindergarten demonstrated little progress despite support from many resources. Themes that emerged from the qualitative component created a picture of a school district that provided a print-rich environment with high expectations for the entering first graders. However, the student population entering the first grade possessed diverse background experiences probably accentuated by inconsistent pre-school experiences. The school in this study demonstrated many of the characteristics of effective schools working with students at risk as documented by the study, "Education Reforms and Students at Risk" by Ross], Stringfield et al. (1996). The staff at this school worked together to address the needs of their at risk students. The staff tried several different remedies including the early literacy intervention programs of this study, The Early Literacy Intervention Programs at this school demonstrated characteristics in common with successful early intervention programs researched and articulated by Pikulski (1998), Vellutino (2002), Taylor (2002), Strickland (2002), and Snow, Burns, & Griffin (1998). The Literacy Support Program and the Title I Program enabled at-risk students to achieve in the average range for grade level norms as established by TASA for the Signposts Early Literacy Battery (2001). One exception was noted. Students who had not attended kindergarten demonstrated little progress over the three years in the primary grades. The early literacy intervention programs appeared to address the cognitive skills necessary for progress in literacy- in the primary grades. However, these programs did not appear to develop the affective skills of the students' attitude toward reading at a pace in keeping with their cognitive development. Attitude toward reading was reported by the students in the Control Group in the average range despite above average achievement. Attitude toward reading was reported by the students in Literacy Support Group and the Title I Support Group as below average for each group despite average achievement.
590 $a School code: 0111.
650 4 $a Elementary education. $3 641385
650 4 $a Language arts. $3 532624
650 4 $a Reading instruction. $3 2122756
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710 2 $a University of Massachusetts Lowell. $3 1017839
773 0 $t Dissertation Abstracts International $g 68-04A.
790 $a 0111
791 $a Ed.D.
792 $a 2007
793 $a English
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