Educators are challenged with meeting the academic needs of students, particularly in the subject area of reading. School districts purchase tools such as Achieve3000 to help students improve their proficiency in reading; however, implementation of such interventions has not been explored from the educators' perspective. This study explored 3rd grade reading teachers' views on Achieve3000 as a tool for improving reading proficiency and preparedness for the Florida State Standards English Language Arts assessment. The conceptual framework included the theory of social validity and current research as it related to differentiated instruction. This study utilized a basic qualitative approach to answer these key research questions. The participants included 6 3rd grade reading teachers from 3 Florida schools. Individual face-to-face interviews and a focus group interview session were conducted to answer the research questions. Data were analyzed via open, axial, and selective coding to generate the themes. The findings revealed the 3rd grade reading teachers believed that Achieve3000 can be considered a reliable method for improving reading and preparing students for the reading portion of the Florida Standards Assessment. The findings of this study can positively affect social change by providing educators with an increased repertoire of instructional tools to assist them in meeting the needs of all learners, as well as to prepare students for a technology driven world.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to determine the relative contribution to the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts (ELA) of five variables: Type of Community (Urban or Suburban), Gender, Race, Preliminary Scholastic Aptitude Test (PSAT) Verbal, and PSAT Writing. MCAS is a criterion-referenced examination administered to students at various grade levels to determine their knowledge of approved curriculum. As of 2003, students must pass the mathematics and English language arts sections in order to receive a diploma. Data for the study was gathered from three urban and four suburban school districts in Massachusetts. Data about 914 students was collected from Summer 2001 - Winter 2002. Multiple regression statistical analysis was used to examine the collective and separate contributions of five independent variables; gender, race, type of community (urban or suburban), score on the verbal subtest of the PSAT, and score on the writing subtest to the findings on the dependent variab le - tenth grade language arts achievement on the MCAS. Results of the statistical analyses showed a strong relationship between MCASELA and the five independent variables, with most of the relationship attributable to the PSAT Verbal test results. Three other variables combined - PSAT Writing, Type of Community, and Gender - accounted for just 4% of the additional variance. Step-wise multiple regression analysis indicated that exclusion of Race did not diminish predictiveness, and Gender added very little to predictiveness. PSAT Verbal, PSAT Writing, and Type of Community were the principal contributions to variation in MCAS-ELA in the study. The four null hypotheses and results follow: There is no significant relationship between the dependent variable - MCAS-ELA -- and the independent variables -- Type of Community, Gender, Race, PSA T Verbal, and PSAT Writing - rejected. There is no significant relationship between each independent variable and each of the other independent variables - rejected. There is no significant relationship between the dependent variable and the other variables taken together - rejected. There is no significant additional vanance m MCAS - ELA accou nted for by an independent variable after other variable (s) - responsible for greater contributions to variance - (have) accounted for as much of the variance as possible - accepted. / 2031-01-01

This study investigated teacher perceptions of preparedness for implementing the English Language Arts Common Core State Standards/Mississippi College and Career Readiness Standards (ELA CCSS/MCCRS) that require the use of technology. Participants included 101 ELA teachers in Mississippi from varying backgrounds and school sizes who responded to a survey via email. The survey was comprised of questions written in order to expand on professional development opportunities teachers have had available to them, technology that teachers have access to in their schools/districts, levels of self-efficacy teachers have with technology use, value assigned to technology in the classroom, and support that teachers have within their school/district for issues related to technology. Descriptive statistics, plots, and regression models are included to highlight factors that have an effect on the amount of technology teachers are or are not using in conjunction with the ELA CCSS/MCCRS. The findings revealed that teachers in Mississippi believe that the integration of technology into the ELA Standards is important, but they are not all equipped with the technology nor support needed in order to meet the standards in the way that they are written. The results also showed that although teachers do assign a high level of value to technology use in the classroom, this was not enough of an influence to inform the amount of technology implemented into their classrooms. The same was true for self-efficacy. Value and self-efficacy related to technology are integral for implementation, but if teachers are not supplied with the applicable technologies or appropriate professional development and support in order to utilize classroom technology, then they are not enough to affect implementation. Many areas such as availability and use of technology, teacher value and self-efficacy for technology, issues with professional development, educational policy, and additional research were informed by the results revealed in this study.

As educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting them removed from the classroom and library. I believe that these books need to stay in the schools, though. Through this thesis, I explore the possibility of Young Adult Literature having more of a presence in the secondary English Language Arts classroom in order to increase motivation, engagement, social awareness, and literacy rates. In this research project, only 13% of 11th and 12th grade English Language Arts students reported enjoying the reading they were currently assigned, despite their statement that they enjoy reading, in general. These books do not lead to motivated and engaged readers. By incorporating Young Adult Literature into the standard curriculum of an English Language Arts classroom, teachers can enhance motivation, engagement, and productivity. Students can continue to learn the same literary concepts and techniques, in addition to being exposed to current social problems. When Young Adult Literature is brought into a classroom, an environment is created in which students can learn what they think, why they think it, and how to respect the differing opinions of others.

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This course is part of the Nancy McKinley Lecture Series, Aligning Literacy Instruction to Standards for Students with Moderate-to-Severe Disabilities (Including Autism), and is presented in partnership with University of Wisconsin-Eau Claire. This course will provide attendees with best practices to teach grade aligned middle and high school English/Language Arts (ELA) content. The best practices highlighted have been derived from rigorous studies conducted with a wide range of students with moderate to severe intellectual disabilities and autism.

This presentation will inform participants on a study targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of an IES SBIR grant funded single subject study, participants will learn about apps to make accessing the general curriculum motivating and easy to use while promoting best practices and future directions for inclusive practices. At the end of this session participants will be able to: Identify evidence based practices built within an English/ Language Arts app to for students with significant disabilities (e.g., story based lessons, constant time delay, system of least prompts). Gain knowledge on creation and research behind the app. Identify strategies to teach grade aligned Common Core standards in English/ Language Arts, such as adapting grade appropriate texts, and embedding target vocabulary, target comprehension across Blooms Taxonomy. Gain knowledge about future directions for expansion of the app to cover more English/ Language Arts standards. Identify resources for meaningful access to the general curriculum using a variety of text depicting diverse populations for individuals with significant disabilities, including autism.

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Students with moderate/severe intellectual disabilities/autism have been underexposed to grade aligned ELA content. This session highlights research to guide participants practice in implementing meaningful grade aligned ELA content such as opinion writing, comprehension of fiction and nonfiction text, and student led research via technology for students with low incidence disabilities.

This presentation will inform participants on three studies targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of 3 single case studies, participants will learn about supports to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner Outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results will learn about the results of 3 single case studies conducted on the app (1 using nonfiction text and 2 using fictional text depicting characters from diverse backgrounds) with students with significant intellectual disabilities/autism; and • Participants will gain information about the scripted lesson that promotes best practices in teaching ELA.