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The Effects of Teaching Reading Usin...

Young, Marthel I.

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The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading./
Author:	Young, Marthel I.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	194 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10617201
ISBN:	9780355188646

The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading.
Young, Marthel I.

The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 194 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--Trevecca Nazarene University, 2017.

Students' inability to meet grade level standards in reading on state and national assessments continues to be a problem across the nation. This causal comparative cohort model sought to examine the effect of the Gradual Release of Responsibility Model (GRRM) on 4th grade reading achievement, gender, and socio-economic status, and to examine educators' perceptions about the effectiveness of the GRRM on reading. The sample population consisted of approximately 400 third and fourth grade students, 12 teachers, 6 coaches, and 7 administrators in five Title I schools in southeast Tennessee. Statistical significance was found between the control and treatment groups. Conclusions reflect that the GRRM was effective. Significant differences were not found according to gender nor socio-economic status.

ISBN: 9780355188646Subjects--Topical Terms:

2122756
Reading instruction.

The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading.
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520 $a Students' inability to meet grade level standards in reading on state and national assessments continues to be a problem across the nation. This causal comparative cohort model sought to examine the effect of the Gradual Release of Responsibility Model (GRRM) on 4th grade reading achievement, gender, and socio-economic status, and to examine educators' perceptions about the effectiveness of the GRRM on reading. The sample population consisted of approximately 400 third and fourth grade students, 12 teachers, 6 coaches, and 7 administrators in five Title I schools in southeast Tennessee. Statistical significance was found between the control and treatment groups. Conclusions reflect that the GRRM was effective. Significant differences were not found according to gender nor socio-economic status.
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