<p>This quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and Diagnostic Evaluation (GRADE), a previously validated vocabulary assessment with fourth and fifth grade students, was used to determine concurrent validity with two VLT subtests, the 2000 level and Academic Word Level. The two VLT subtests and GRADE vocabulary subtests were administered over one academic week near the end of the 2011-2012 school year. </p><p> Prior research has identified vocabulary knowledge and development as a key indicator in reading achievement. However, there is currently a lack of assessments able to identify students who are struggling with vocabulary development. The VLT is a well-established and researched vocabulary test which identifies levels of vocabulary knowledge, but it has been used exclusively with English language learners primarily at the university level. The study, therefore, expands on the current research base on the VLT with a new population to determine if the VLT is a valid vocabulary assessment for fourth and fifth grade students. </p>

<p> The United States' Public Education system shared concerns regarding declining achievement results across the nation. Numerous research studies suggested significant correlations to various variables, such as, SES (Socio-Economic Status), LEP (Limited English Proficiency), IEP (Individualized Educational Programs), ethnicity, and student mobility. The literature suggested these areas of concern need continued research to address specific issues, such as, how to close the educational gaps between students in these categories and students without these characteristics. </p><p> The Primary Investigator completed a case study to assist decision makers with transient students at a Midwest near-urban elementary school by specifically focusing on fifth grade students from the class of 2019. The methodology created by the Primary Investigator differentiated among Persistent, Transitional, and Transient mobility populations who entered a supplemental reading model program called, Blitz. The Primary Investigator divided mobility groups into specific categories to determine if needs were met for transient student populations, as compared to non-transient students. Few studies had addressed programs that specifically focused on methods of measurement tool that allowed for comparisons among mobile students in settings where non-mobile students reside. </p><p> The Primary Investigator's methods used in this case study allowed decision makers to continue to develop their program to fit the needs of all students at the case study school and to make decisions as to the effectiveness of their efforts to assist their Persistent, Transitional, and Transient students in their large near urban elementary school. </p><p> Results indicated there were improvements in each mobility group that participated in the Blitz supplemental reading model. Students in the most transient group significantly increased achievement and decreased variance in scores when compared to the Persistent population. The Primary Investigator's collected data suggested that students in the Persistent population averaged the highest achievement scores for all data sets. Achievement scores of students in the most Persistent populations who were of Caucasian and African American ethnicity and of low SES-socio-economic status did not have negative impacts on scores. Overall, this case study supported a positive effect of additional reading assistance on a student's independent reading ability and Communications Arts achievement in this large near-urban Midwest elementary school.</p>

<p> This action research study explored if changes in the reading curriculum, specifically implementation of critical literacy approaches that acknowledge bicultural students, increase student learning as perceived by teachers and students in a Catholic elementary school, where students have been chronically performing at the lowest level in the Archdiocese of Los Angeles. By using critical pedagogy (Darder, 1991; Freire, 1970; Giroux, 1983; Macedo, 1994; McLaren, 1988) as a theoretical framework, this action research project investigated the effective elements of critical literacy (Cadiero-Kaplan, 2004; Shor &amp; Pari, 1999) that promote academic learning for Latino middle school students in a low-income Catholic elementary school. </p><p> This study explored the approaches and perceptions of novel studies, as a form of literacy, to increase student learning in reading at a low-income, urban, Catholic elementary school. Classroom observations, teacher interviews, teacher lesson plans, student work, student focus groups, and a teacher focus group validated the findings that critical literacy approaches positively impacted student learning in reading. </p><p> Changes in the school and reading curriculum, specifically the implementation of literacy approaches that acknowledge bicultural students, increased learning for Latino middle school students as perceived by teachers and students in this low-income, urban Catholic elementary school. Teachers implemented effective elements of critical literacy, including direct vocabulary and grammar instruction, analysis of literary tools, incorporation of Spanish, varying forms of assessment, and inclusion of student voice, through the use of novel studies. The school and classroom environments further promoted academic learning for Latino middle school students with high expectations, strict humor, and predictability where teachers, who viewed their students with promising futures, taught as a form of service. Although the school and teachers incorporated literacy practices, teachers fell short of practicing critical literacy because they failed to examine the underlying social ramifications of hegemonic forces.</p>