Thesis (Ed.M.)--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. / 2031-01-01

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This study evaluated an intervention that integrated explicit instruction of word recognition strategies within a home tutoring program. A randomized controlled trial paradigm was used to study the efficacy of the parent-tutoring program Paired Reading (PR; Topping, 2001) and an experimental modification of PR on the reading achievement of children in Grades 2 to 4. Fifty-seven families were recruited to participate in this study. Participants were randomly assigned to one of three groups: (1) the PR parent tutoring program that taught parents to read with their child, providing corrective feedback to their child in the form of supplying the misread word, when needed (PR); (2) a modified parent tutoring intervention which used the PR program, but included training in the word identification strategies of the Phonological and Strategy Training Program (PHAST; Lovett, Lacerenza, & Borden, 2000) to be used during the PR activity when assistance with reading was needed (PR-PHAST); and (3) a wait-list control group that continued with their regular family reading activities. Children’s reading abilities were assessed twice: prior to intervention and immediately after the 16-week intervention. Questionnaires were used to assess parental involvement with home literacy activities and to evaluate parental perception of the home tutoring program. Intervention fidelity was monitored via audio taped samples of reading sessions and follow-up telephone calls. The results suggest that superior reading gains can be achieved at home with a modification of the PR technique that incorporates teaching the word identification strategies of the PHAST Program. / School Psychology

No description available.

The purpose of this study is to examine the links between family background and home language factors on English reading achievement among bi/multilingual students. To explore the potential predictors of English reading achievement among bi/multilinguals, the study included literacy related resource, family socio-economic status (SES), and immigration status as constructs for family background; while for home language factors, the study looked at the orthography of home language, language preference, and multilingualism. Additionally, the study assessed the roles of school level factors (i.e., low SES students and English language learners in school) on school reading performance. The International Association for Evaluation of Educational Achievement’s Progress in International Reading Literacy Study (IEA – PIRLS, 2006) data of Singaporean fourth grade students were used. The data were potentially nested, therefore, the models formulated in this study had multilevel structures, student- and school-levels. The results indicated that number of children’s books at home was the strongest predictor among other family background variables including parental education. However, having children’s books in English had a very small influence on English reading scores of the bi/multilingual students. More interestingly, the study found that parental immigration status did not influence students’ English reading scores. Looking at home language factors, the study found that the orthography of home language linked to English reading. Importantly, the study found that Malay language, which shares the same orthography with English (i.e., alphabetic), showed the strongest link to the students’ English reading achievement. Other variables of home language did not significantly predict English reading after controlling for parental education.

Thesis (M.A.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

A pretest–posttest group design was utilized for this ex post facto study to determine the reading achievement growth of middle school students as measured by the Mississippi Curriculum Test (MCT) with and without America’s Choice after one- and two-year participation. Further study was conducted to determine if a significant difference in reading achievement growth of middle school students existed between gender with and without America’s Choice participation. Additionally, research was conducted to determine whether or not there was a significant difference among the various achievement classifications (minimum, basic, proficient, and advanced) of students with and without America’s Choice participation as measured by the MCT. An independent t-test was the statistical treatment performed on the data. Findings indicated that over the course of a year, the addition of the America’s Choice School Design did reflect a significant increase in reading achievement growth when compared to sixth-grade students with no participation. On the contrary, after the second year of participation, students did not reflect a significant increase in reading achievement growth when compared to students who had not participated in the America’s Choice School Design. Findings also indicated no significant difference in achievement classifications after two years of participation in America’s Choice. Between schools, there was no significant difference in the achievement growth of male and female students with and without participation in the America’s Choice School Design. Further research is recommended to determine the long-range effect of the America’s Choice School Design on reading achievement. It is recommended that future research should focus on comparing the America’s Choice School Design with another comprehensive school reform program that has similar components. Additional research is recommended to examine the effects of other subject areas that are included in the design. Finally, further research should be conducted to examine the effects of parental involvement on the America’s Choice School Design.

No description available.

The purpose of this study was to compare the impact of reading programs of students who used the Reading Program One, Reading Program Two, and Reading Program Three reading programs and those students who were taught using no basal reading program in North Mississippi. The study also assessed teachers’ perceptions of the various reading programs based on gender, age, educational attainment, and years of teaching experience. The research design for this study included a descriptive analysis. Ten elementary schools in North Mississippi using the Reading Program One, Reading Program Two, Reading Program Three, and no basal reading program were analyzed. This study also included a descriptive design to analyze teachers’ perceptions of their reading programs. Comparisons were made across gender, age, educational attainment, and years of experience of the participants. The findings in this study indicated that students who were taught using no basal reading program and Reading Program One scored significantly higher on the Mississippi Curriculum Test in reading in 2005 than students taught using basal Reading Program Two and Reading Program Three. The findings in this study also indicated that students who were taught using no basal reading program scored significantly higher on the Mississippi Curriculum Test in reading in 2006 than students taught using Reading Program One, Reading Program Two and Reading Program Three. There was not a significant difference based on gender. The findings in this study revealed that some differences existed in student achievement on MCT reading scores based on the accreditation level of the school. The analysis of the teachers’ perceptions revealed that their reading programs or strategies contributed to students' success.

This study was designed to determine the effect upon reading achievement of students who choose an elective course in either life science, creative writing, or accelerated reading in lieu of regular reading classes.