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Comparing the reading achievement of...

Menson, Jean Stoneham.

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Comparing the reading achievement of 8th grade students in integrated reading and writing classes to students in non integrated reading and writing classes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Comparing the reading achievement of 8th grade students in integrated reading and writing classes to students in non integrated reading and writing classes./
作者:	Menson, Jean Stoneham.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10101183
ISBN:	9781339649979

Comparing the reading achievement of 8th grade students in integrated reading and writing classes to students in non integrated reading and writing classes.
Menson, Jean Stoneham.

Comparing the reading achievement of 8th grade students in integrated reading and writing classes to students in non integrated reading and writing classes. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 123 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)--Texas Southern University, 2015.

The importance of this research is to provide relevant information to middle school campuses that support the need for integrated reading and writing instruction for 7th and 8th grade students. The purpose of this study was to compare the reading achievement of eighth grade students in an urban middle school in Southeast Texas who participated in two different reading/writing classroom configurations. One group of students participated in an integrated reading and writing class with the same teacher for a 90 minute block and the other group had non-integrated reading and writing teachers for a 45 minute blocks each. The achievement scores of students in integrated reading and writing classes were compared to students in non-integrated classes based on the variables gender and ethnicity.

ISBN: 9781339649979Subjects--Topical Terms:

684418
Curriculum development.

Comparing the reading achievement of 8th grade students in integrated reading and writing classes to students in non integrated reading and writing classes.
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245 1 0 $a Comparing the reading achievement of 8th grade students in integrated reading and writing classes to students in non integrated reading and writing classes.
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300 $a 123 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Nina- Saha-Gupta.
502 $a Thesis (Ed.D.)--Texas Southern University, 2015.
520 $a The importance of this research is to provide relevant information to middle school campuses that support the need for integrated reading and writing instruction for 7th and 8th grade students. The purpose of this study was to compare the reading achievement of eighth grade students in an urban middle school in Southeast Texas who participated in two different reading/writing classroom configurations. One group of students participated in an integrated reading and writing class with the same teacher for a 90 minute block and the other group had non-integrated reading and writing teachers for a 45 minute blocks each. The achievement scores of students in integrated reading and writing classes were compared to students in non-integrated classes based on the variables gender and ethnicity.
520 $a The research results determined that integrated reading and writing yielded higher reading achievement averages in six out of the seven hypotheses that were evaluated. Students who participated in integrated reading and writing performed better as a whole when compared to students non-integrated reading and writing classes. In regards to gender, the mean female integrated students' reading score was 38.63 (SD = 8.82) and the mean female non-integrated students reading score was 35.42 (SD = 8.69). The mean reading score for male students in integrated classes was 37.80 (SD = 8.74) and the mean reading score for male students in non-integrated classes was 32.87 (SD = 8.64).
520 $a Using data for ethnicity, it was determined that Hispanic and African American students who participated in integrated reading and writing had better reading achievement averages than Hispanic and African American students who were instructed using the non-integrated reading and writing method. The mean reading score for African American students in the integrated classes was 37.55 (SD = 8.17) and the mean reading score for African American students in the non-integrated classes was 33.61 (SD = 8.53). The mean score for Hispanics students in the integrated classes was 37.18 (SD = 8.710 and for those in the non-integrated classes, it was 33.88 (SD = 8.84). On the other hand, the data showed that when ethnicity was evaluated as a whole group, Hispanics versus African ---Americans, there was no significant difference in the groups' reading academic achievement. The mean reading score for Hispanic students was 34.09 (SD = 9.08) and for African American students, 34.63 (SD = 8.59). The overall findings of this study revealed that students who participated in integrated reading and writing classes performed better than students in non-integrated reading and writing classes on standardized reading achievement examination.
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