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A Quasi-Experimental Analysis of Bal...

Carlberg, Charlene Marie.

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A Quasi-Experimental Analysis of Balanced Literacy Effect on Minority Students Reading Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Quasi-Experimental Analysis of Balanced Literacy Effect on Minority Students Reading Achievement./
作者:	Carlberg, Charlene Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	105 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27960872
ISBN:	9798643182085

A Quasi-Experimental Analysis of Balanced Literacy Effect on Minority Students Reading Achievement.
Carlberg, Charlene Marie.

A Quasi-Experimental Analysis of Balanced Literacy Effect on Minority Students Reading Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 105 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

Classrooms across the United States serve children from a variety of ethnic backgrounds. Teachers hold accountability to ensure that all students achieve academically. At the forefront of academic success is reading achievement for every child, regardless of background. Historically minority students have underperformed in literacy achievement as compared to their white counterparts. Closing the gaps in reading achievement for minority students is essential to maximize their future success. Previous studies have shown positive results regarding students' reading achievement through the implementation of a balanced approach to literacy. The purpose of the quantitative ex post facto study was to analyze the effects of Balanced Literacy instruction on the reading achievement of minority students and if there was a significant difference in effect on White compared to minority students. A single school district in North Carolina was selected for this study because of the utilization of Balanced Literacy for English Language Arts instruction for all eighth grade students. An ex post facto design was chosen to analyze the results for three academic years when Balanced Literacy was the method of instruction. Independent sample t-tests were conducted to compare results across the academic years and between student groups. The first research question sought to determine if there was a significant effect in proficiency scores in the years 2017, 2018, and 2019. Independent sample t-tests results indicated no statistical significance in student reading proficiency. The second research question compared the results for White and minority students. Results from independent t-tests indicated White students performed significantly higher than minority students. The results of this study could help educators with the identification of effective instruction to support minority student reading achievement. Additionally, this study could serve as an impetus for further exploration of other factors within Balanced Literacy to support minority student reading achievement.

ISBN: 9798643182085Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Achievement Gap

A Quasi-Experimental Analysis of Balanced Literacy Effect on Minority Students Reading Achievement.
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