Author Jackson, Wanda G
Title The effects of brain-compatible instruction on reading achievement
book jacket
Descript 146 p
Note Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3233
Adviser: Lilburn Hoehn
Thesis (Ph.D.)--Walden University, 2003
The purpose of this study was to examine the effects of brain-compatible instruction on reading scores. Study participants were students in Grades 1 and 2 for the school years 1992--1996 and 1997--2001 for whom total reading scores of the Iowa Test of Basic Skills were on file. Before and during the second 5-year segment, teachers were taught through staff development seminars how to use brain-based instructional strategies. This study included a comparison of average reading scores of two 5-year periods: the first 5-year period was prior to the brain-based instructional training, whereas during the second 5-year segment, teachers had received the brain-based instructional training. To further determine differences, each year of the first 5 years was compared with each year of the second 5 years. The teachers completed a questionnaire to provide data about the implementation and effectiveness of the brain-based instructional strategies used during the second 5-year segment. Statistical tests used to evaluate the reading score data were the t test, the ANOVA, and the Scheffe test
The findings of this study supported claims in the literature that brain-based teaching strategies would lead to improved academic performance. The first-grade students investigated in this study improved their reading performance markedly in successive years of exposure to brain-based teaching. The second-grade students showed even greater performance benefits as an outcome of the exposure to brain-based teaching strategies, possibly because of an earlier exposure when they were first-graders
The main conclusion drawn from the findings was that brain-based teaching strategies yield significant and measurable benefits in terms of student performance outcomes when teachers are both trained in the use of such strategies and sustain the motivation to pursue success through their application in the classroom
School code: 0543
Host Item Dissertation Abstracts International 64-09A
Subject Education, Elementary
Education, Reading
Alt Author Walden University