Note
Includes bibliography.
Member of
Contributors
Publisher
Florida Atlantic University
Date Issued
2007
EDTF Date Created
2007
Description
The purpose of this study was to examine an effect of read-alouds on the reading
achievement of middle grade students in a core intensive reading program in the School
District of Palm Beach County, the fourth largest school district in Florida. This was
accomplished conducting literature studies through read-alouds and sustained silent
reading with sixth-, seventh-, and eighth-grade intensive reading students as a supplement
to the READ XL® remedial program. Specifically, this study investigated the difference
on the achievement scores on the Florida State Fluency Probes (FORF), the Florida
Comprehensive Achievement Test in Reading (FCAT), the Florida Comprehensive Norm
Reference Test Scale Scores (FCAT/NRT), the Scholastic Reading Inventory Lexile
Levels (SRI), and the teacher created tests on the literature during the period 2006-2007. The study further examined the interaction of both grade level and gender with the readaloud
strategy and sustained silent reading.
A Factorial ANOV A (analysis of variance) was used to test the effect of each of
the treatments, read-alouds and sustained silent reading, on the dependent variables,
FORF, the FCAT, the FCAT/NRT, the Scholastic Reading Inventory Lexile Levels, and
the teacher created tests and the interactions with grade level and gender. Results
indicated a greater increase in fluency, as measured by the Florida State Fluency Probes,
from 2006 to 2007, for students in the read-aloud group (test) as compared with students
in the sustained silent reading group (control group), and for students in grades 6 and 7 as
compared with students in grade 8. Overall there was no difference in fluency as
moderated by gender.
The results of this study also found that read-alouds promoted increased
performance of female students on the teacher-created tests. This suggests that readalouds
may play a role in increasing the performance of middle school at-risk female
readers on similar instruments.
achievement of middle grade students in a core intensive reading program in the School
District of Palm Beach County, the fourth largest school district in Florida. This was
accomplished conducting literature studies through read-alouds and sustained silent
reading with sixth-, seventh-, and eighth-grade intensive reading students as a supplement
to the READ XL® remedial program. Specifically, this study investigated the difference
on the achievement scores on the Florida State Fluency Probes (FORF), the Florida
Comprehensive Achievement Test in Reading (FCAT), the Florida Comprehensive Norm
Reference Test Scale Scores (FCAT/NRT), the Scholastic Reading Inventory Lexile
Levels (SRI), and the teacher created tests on the literature during the period 2006-2007. The study further examined the interaction of both grade level and gender with the readaloud
strategy and sustained silent reading.
A Factorial ANOV A (analysis of variance) was used to test the effect of each of
the treatments, read-alouds and sustained silent reading, on the dependent variables,
FORF, the FCAT, the FCAT/NRT, the Scholastic Reading Inventory Lexile Levels, and
the teacher created tests and the interactions with grade level and gender. Results
indicated a greater increase in fluency, as measured by the Florida State Fluency Probes,
from 2006 to 2007, for students in the read-aloud group (test) as compared with students
in the sustained silent reading group (control group), and for students in grades 6 and 7 as
compared with students in grade 8. Overall there was no difference in fluency as
moderated by gender.
The results of this study also found that read-alouds promoted increased
performance of female students on the teacher-created tests. This suggests that readalouds
may play a role in increasing the performance of middle school at-risk female
readers on similar instruments.
Language
Type
Form
Extent
271 p.
Subject (Topical)
Subject (Geographic)
Identifier
FA00000657
Additional Information
Includes bibliography.
Dissertation (Ed.D.)--Florida Atlantic University, 2007.
College of Education
FAU Electronic Theses and Dissertations Collection
Date Backup
2007
Date Created Backup
2007
Date Text
2007
Date Created (EDTF)
2007
Date Issued (EDTF)
2007
Extension
FAU
IID
FA00000657
Organizations
Attributed name: Florida Atlantic University
Person Preferred Name
Bishop Temple, Catherine
author
Graduate College
Physical Description
application/pdf
271 p.
Title Plain
The Effects of Interactive Read-Alouds on the Reading Achievement of Middle Grade Reading Students in a Core Remedial Program
Use and Reproduction
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Origin Information
2007
2007
Florida Atlantic University
Boca Raton, FL
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, FL
Sub Location
Digital Library
Title
The Effects of Interactive Read-Alouds on the Reading Achievement of Middle Grade Reading Students in a Core Remedial Program
Other Title Info
The Effects of Interactive Read-Alouds on the Reading Achievement of Middle Grade Reading Students in a Core Remedial Program