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作者 DeVault, Rebecca S
書名 Children at risk for reading failure in rural settings: The effectiveness of kindergarten diagnostics for prediction of reading skills
國際標準書號 9780542688355
book jacket
說明 106 p
附註 Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1706
Adviser: Antoinette Miranda
Thesis (Ph.D.)--The Ohio State University, 2006
It has been reported that one in five children struggle with reading. High stakes testing and literacy issues are topics of debate and discussion being addressed at the national and local levels. Many school districts are using current research to assist them in making gains and addressing shortcomings outlined by No Child Left Behind. There have been over 60 years of research on early literacy "predictors" at the beginning of kindergarten to prevent reading difficulties and yet reading skills nation wide are still an issue
Using the data collected over the past three years in a rural school district this study will examine whether utilizing new assessment tools such as Dynamic Indicators of Basic Literacy Skills (DIBELS), increasing time on building reading skills and implementing the three tiered model have an impact on increasing reading skills. Children who began kindergarten in the fall of 2002 were screened with letter naming fluency (LNF) and initial sound fluency (ISF) as prescribed by DIBELS. Oral reading fluency probe scores form the end of second grade for this group of students were compared to second grade students for 2002/03 before the DIBELS screening was in place. In addition, since poverty is thought to be one of the contributing factors for developing reading difficulties, records were examined to determine the percentage of students who were on free or reduced lunch programs and those who had access to a preschool program and the impact these factors had on acquiring reading skills. The study also checked for correlations between reading skills and prior preschool experience and gender. NCLB also insist that districts "track" for minorities and special education students and those populations were also included in the study
School code: 0168
DDC
Host Item Dissertation Abstracts International 67-05A
主題 Education, Tests and Measurements
Education, Early Childhood
Education, Reading
0288
0518
0535
Alt Author The Ohio State University
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