The Effectiveness of READ 180 with Fourth-Grade African American Male Students
Fourth grade African American male students have the lowest rate of reading proficiency in the nation and are more likely to require remedial reading programs. Prior research suggested reading interventions that considered student ability, instructional practices, and curriculum rigor improved readi...
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ftwaldenuniv:oai:scholarworks.waldenu.edu:dissertations-8489 2023-10-01T03:59:48+02:00 The Effectiveness of READ 180 with Fourth-Grade African American Male Students Williams, Twana 2019-01-01T08:00:00Z application/pdf https://scholarworks.waldenu.edu/dissertations/7210 https://scholarworks.waldenu.edu/context/dissertations/article/8489/viewcontent/Williams_waldenu_0543D_22760.pdf en eng ScholarWorks https://scholarworks.waldenu.edu/dissertations/7210 https://scholarworks.waldenu.edu/context/dissertations/article/8489/viewcontent/Williams_waldenu_0543D_22760.pdf Walden Dissertations and Doctoral Studies African American males READ180 Educational Assessment Evaluation and Research text 2019 ftwaldenuniv 2023-09-02T18:41:13Z Fourth grade African American male students have the lowest rate of reading proficiency in the nation and are more likely to require remedial reading programs. Prior research suggested reading interventions that considered student ability, instructional practices, and curriculum rigor improved reading ability. The purpose of this quantitative study was to examine the influence of a remedial reading program, READ180, on 4th grade African American male students' reading comprehension as measured by 2 different standardized reading tests, TerraNova (TN) and Scholastic Reading Inventory (SRI) that are administered annually to all students. The theoretical framework was Vygotsky's theory of cognitive development. Research questions examined the differences in TN scores between students who received READ180 instruction compared to students who received traditional instruction as well as the effect on SRI scores of 7 students before and after participating in READ180. For data analysis, archival data were available for 2 years of SRI scores, but only a year of TN scores. An independent t-test for the TN scores between TN scores of READ180 students (n = 7) and traditionally instructed students (n = 19) showed no statistical difference (p = .092). A paired t-test indicated a significant (p < .009) increase in SRI posttest scores of READ180 students. The small number of subjects were under-powered and a result of available archival data, but the data met test assumptions. Implications for social change are that academically disenfranchised students may achieve reading proficiency when reading programs provide direct instruction that target, monitor, and intentionally support individualized learning needs. Text Terranova Walden University Publishing |
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African American males READ180 Educational Assessment Evaluation and Research |
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African American males READ180 Educational Assessment Evaluation and Research Williams, Twana The Effectiveness of READ 180 with Fourth-Grade African American Male Students |
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African American males READ180 Educational Assessment Evaluation and Research |
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Fourth grade African American male students have the lowest rate of reading proficiency in the nation and are more likely to require remedial reading programs. Prior research suggested reading interventions that considered student ability, instructional practices, and curriculum rigor improved reading ability. The purpose of this quantitative study was to examine the influence of a remedial reading program, READ180, on 4th grade African American male students' reading comprehension as measured by 2 different standardized reading tests, TerraNova (TN) and Scholastic Reading Inventory (SRI) that are administered annually to all students. The theoretical framework was Vygotsky's theory of cognitive development. Research questions examined the differences in TN scores between students who received READ180 instruction compared to students who received traditional instruction as well as the effect on SRI scores of 7 students before and after participating in READ180. For data analysis, archival data were available for 2 years of SRI scores, but only a year of TN scores. An independent t-test for the TN scores between TN scores of READ180 students (n = 7) and traditionally instructed students (n = 19) showed no statistical difference (p = .092). A paired t-test indicated a significant (p < .009) increase in SRI posttest scores of READ180 students. The small number of subjects were under-powered and a result of available archival data, but the data met test assumptions. Implications for social change are that academically disenfranchised students may achieve reading proficiency when reading programs provide direct instruction that target, monitor, and intentionally support individualized learning needs. |
format |
Text |
author |
Williams, Twana |
author_facet |
Williams, Twana |
author_sort |
Williams, Twana |
title |
The Effectiveness of READ 180 with Fourth-Grade African American Male Students |
title_short |
The Effectiveness of READ 180 with Fourth-Grade African American Male Students |
title_full |
The Effectiveness of READ 180 with Fourth-Grade African American Male Students |
title_fullStr |
The Effectiveness of READ 180 with Fourth-Grade African American Male Students |
title_full_unstemmed |
The Effectiveness of READ 180 with Fourth-Grade African American Male Students |
title_sort |
effectiveness of read 180 with fourth-grade african american male students |
publisher |
ScholarWorks |
publishDate |
2019 |
url |
https://scholarworks.waldenu.edu/dissertations/7210 https://scholarworks.waldenu.edu/context/dissertations/article/8489/viewcontent/Williams_waldenu_0543D_22760.pdf |
genre |
Terranova |
genre_facet |
Terranova |
op_source |
Walden Dissertations and Doctoral Studies |
op_relation |
https://scholarworks.waldenu.edu/dissertations/7210 https://scholarworks.waldenu.edu/context/dissertations/article/8489/viewcontent/Williams_waldenu_0543D_22760.pdf |
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