• Login
    View Item 
    •   WestCollections Home
    • School of Professional Studies
    • Department of Education & Educational Psychology
    • Education Dissertations
    • View Item
    •   WestCollections Home
    • School of Professional Studies
    • Department of Education & Educational Psychology
    • Education Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    THE EFFECTS OF THE LANGUAGE! LITERACY INSTRUCTION ON THE READING COMPREHENSION AND MOTIVATION TO READ OF STRUGGLING MIDDLE SCHOOL READERS

    Thumbnail
    View/Open
    Barrier_Ferreira_Dissertation_032110_.pdf (1.071Mb)
    stamped.pdf (1.316Mb)
    Author
    Barrier-Ferreira, Julia
    Publication Date
    2010-05-01T00:00:00-07:00
    Degree Name
    Doctor of Education (EdD)
    Academic Department
    Education & Educational Psychology
    Metadata
    Show full item record
    Abstract
    <p>This study investigated the impact of the <em>LANGUAGE! </em>literacy instruction on the reading comprehension and motivation to read of struggling middle school readers compared to that of a balanced literacy instruction. A convenience sample of sixth, seventh and eighth grade students (n=175) from a small, suburban middle school in Connecticut participated in the study. The sample was chosen from a population of reading and language arts students having scored in the lower 30th percentile (levels 1 and 2) of the reading portion of the Connecticut Mastery Test, as well as below goal (as defined by the district) on the Degrees of Reading Power (DRP) assessment administered during the first month of the school year. The study was quasi-experimental pre- and post-test comparison group design using intact groups. Reading comprehension was measured using the DRP and motivation to read was assessed using the three subscales (value of reading, instruction of reading, and self concept of reader) of the Adolescent Motivation to Read Profile-Revised (AMRP-R). The scores of those students in the <em>LANGUAGE! </em>literacy curriculum (experimental) were compared to those of the students in the balanced literacy curriculum (comparison) to determine whether a statistical difference existed in the mean scores between the two groups after treatment.</p> <p>An analysis of covariance (ANCOVA) was used to analyze the first research question concerning the impact of instructional program on reading comprehension. The results indicated that there was a significant difference in the reading comprehension scores of the two groups, with the balanced literacy participants scoring higher than those having received <em>LANGUAGE! </em>literacy. However, the effect size indicated only a marginal practical significance between the two groups. A multivariate analysis of covariance (MANCOVA) was used to analyze the mean scores on the three subscales of the AMRP-R. No statistically significant difference was observed for any of the variables between groups. The current study adds to the vast body of extant reading research by exploring the impact of balanced literacy instruction in comparison to <em>LANGUAGE! </em>literacy instruction, and though only nominal differences were observed for reading comprehension, follow-up investigations are merited.</p>
    URI
    https://westcollections.wcsu.edu/handle/20.500.12945/172
    Collections
    • Education Dissertations

    Browse

    All of WestCollectionsCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    DSpace software copyright © 2002-2023  DuraSpace
    Contact Us | Send Feedback
    DSpace Express is a service operated by 
    Atmire NV