<p> National assessments have shown that the majority of students in the United States cannot read at grade level by fourth grade. These results are alarming because students who are not proficient readers by third grade suffer long-term consequences and are more likely to drop out of high school. Feeling pressure to improve reading outcomes, schools have responded by implementing a wide range of interventions. One approach is ability grouping, a system in which students of similar ability levels are grouped together for instruction. </p><p> This study consisted of a quantitative program evaluation of a literacy program designed to accelerate reading achievement. The literacy program placed students reading below grade level into ability-grouped classrooms with reduced class sizes. Quantitative analyses were conducted on secondary student assessment data. First, the performance of students in the literacy program was compared against the performance of a pair-matched group of their peers not in the literacy program via an independent-samples <i>t</i> test. Then, the students&rsquo; performance during the literacy program was compared to their performance in the previous school year via a dependent-samples <i> t</i> test. Finally, a chi-square test of independence was conducted for disproportionality of student subgroups. </p><p> The program evaluation found that, when students in the literacy program were compared to the pair-matched comparison group, the literacy program either had no effect or small, but statistically significant, negative effects. In contrast, the literacy program had positive effects when students in the literacy program were compared to their own prior performance. However, post-hoc analyses showed that all students, regardless of instructional placement, experienced significant growth during the same period. Therefore, it was not possible to attribute the growth to the literacy program. Finally, results showed that English learner students and students in special education were overrepresented in the literacy program. The study concluded that the literacy program was not substantively effective. The findings suggest that ability grouping did not improve student outcomes, concurring with existing literature. This conclusion, combined with potential implications for students, urges school leaders to reexamine ability grouping interventions.</p><p>

M.A. / The purpose of basal readers is to teach children to read. When a child has the opportunity to learn to read in his native language, his chances on success in learning and reading increase, because the language is known to him. The current policy on education determines that children should receive instruction in their mother-tongue, especially in the first year. Keeping this in view, this study considers the possibility of making translated basal readers available to African languages, and more specifically, to Northern Sotho. Chapter 1 discusses criteria set for proper basal readers and evaluates existing Afrikaans readers accordingly. In Chapter 2, children's literature are discussed in terms of characteristics and background. The development of children's literature in Northern Sotho is briefly discussed as well. Theoretical issues concerning transposition and translation are discussed in Chapter 3 to determine what are involved in transposition and translation and what aspects are transposed and translated. Chapter 4 deals with the empirical application of the theory. Problems transposers and translators are faced with are discussed with the aid of applicable examples.

<p> Over twenty-five years ago, Henry Jenkins (1992) wrote that fan fiction writing is evidence of &ldquo;exceptional reading&rdquo; (p. 284) in that the fan text reflects a reader&rsquo;s commentary. This investigation examined the ways in which crossover fan fiction, fan-written fiction that mixes elements of two or more well-known fictional worlds, might reveal evidence of this &ldquo;exceptional reading.&rdquo; Using a qualitative content analysis of 5 crossover texts that remix Rowling&rsquo;s <i>Harry Potter</i> series and Austen&rsquo;s <i>Pride and Prejudice,</i> the study focused on fan writers-as-readers of the source texts. Drawing on Rosenblatt&rsquo;s (1988) transactional theory of reading, which posits that meaning resides in the transactions between reader, text, and writer, and that the meaning produced is a &ldquo;new event,&rdquo; this research concluded that the fan fiction writers&rsquo; crossover texts were, in part, a written record of some of the fan writers&rsquo; transactions with the source texts, a partial record of the &ldquo;new event.&rdquo; Furthermore, this analysis provided evidence that these fan readers-turned-writers demonstrated a powerful understanding of their intended and anticipated audience, a commanding and controlled use of emulation, and a calculated mingling of worlds&mdash;both to sustain and to disrupt the fan canon&mdash;in order to present their own interpretations of, comments on, and admiration for the source texts. The crossovers are evidence of &ldquo;exceptional reading&rdquo; in that they demonstrate the fan writers&rsquo; reading transactions.</p>

<p>This research project offers educators a close and intimate view of the researcher's personal teaching efforts and a reflective account of responses to instruction. This qualitative reflective self-study includes written records of attempts to create and deliver reading comprehension lessons. It also includes a detailed account of how the researcher's reflections and insights affected lesson design as well as her responses to the academic, social, and emotional needs of the students. Furthermore, this self-study examines how teachers' and administrators' attitudes impact teaching and learning, with a thoughtful emphasis on how the gifts of under-represented students may be used in effectively planning instruction. Specifically, this self-study presents how reflection is used to examine the application of various teaching strategies with eight elementary school students attending a reading comprehension intervention class at an urban school in California. The researcher chronicles her use of culturally relevant teaching practices grounded in high expectations, and a belief in the importance of student empowerment for the purpose of increasing social justice and equity for all students. In this study, reflective notes of lessons are presented. Additionally, how the lessons were designed in order to create opportunities for a small group of African American and English Language Learner students to use their talents and gifts to improve comprehension of text are detailed. This teacher-research study provides insights on how a cycle of deep reflection and consideration of planned instructional actions and design might be improved. As part of the reflection and instructional planning process described in this study, there is focus on the students' thinking and learning processes and domains that support the students as they become self-empowered, independent, and confident readers. The examination of the thinking process of the students, as well reflection and self-examination of instruction by the teacher-researcher, are the center of study. Ultimately, a vivid story unfolds of how both the students and teacher-researcher become more empowered as gifted readers, writers, and communicators of transformation.

<p> This study investigated the relationship between flexible learning environments and student attitudes about reading. Flexible learning environments are spaces wherein learners can choose from different seating or standing options, locations within the learning space, and the size group with which to work. This allows the learner to find the environment that he or she learns best in. The researcher sought to understand if flexible learning environments and the autonomy to choose from the aforementioned criteria improved student attitudes about reading. </p><p> To evaluate the relationship between flexible learning environments and student attitudes about reading, the researcher interviewed and surveyed teachers, and observed and surveyed fourth graders at a St. Louis County public elementary school. The fourth-grade classrooms consisted of varying degrees of established flexible learning environments, yet the students had experienced traditional style classrooms prior to fourth grade. Given this dynamic, these students had a solid perspective of both classroom styles and were able to accurately reflect on and articulate personal feelings about reading and their learning environments. Teachers surveyed and interviewed had, at some time in their career, designed traditional and/or flexible learning environments in their classrooms. </p><p> The researcher utilized qualitative analysis to examine the relationship between flexible learning environments and a change in student attitudes about reading, investigated the relationship between teacher experience and the influence on perspectives regarding style preference of learning environments, and analyzed student perspectives about the relationship between their learning environments and their attitudes about reading. </p><p> The results of this study indicated that in the study school, teachers&rsquo; professional experiences influenced classroom design, and student attitudes about reading were improved as a result of being provided opportunities to choose where and how to sit, and having the autonomy to choose the text they read during independent reading periods. The relationship was not solely related to the environmental features often found within a flexible learning environment. </p><p>

<p> This non-experimental correlational quantitative study was designed to explore the effects of specialized professional development, age, gender, and years of teaching experience on the successful integration of iPads into classroom literacy education among K-6 students. The study uses the teachers&rsquo; Technological Pedagogical Content Knowledge (TPACK) scores to measure the successful integration of the iPads. Much research has been completed exploring the implementation of various technologies into the classroom. With the advent of the iPad in 2010, and Apple Inc.&rsquo;s eagerness to include their product in the classroom, it was inevitable that mobile tablet technology would be added to the public school classroom. The researcher chose to study K-6 teachers at three elementary schools in the Coachella Valley Unified School District (CVUSD). The CVUSD implemented a 1:1 iPad integration program throughout in 2012, providing an iPad for every student at every grade level in the district. CVUSD was the first district in the United States to implement such a program. The K-6 teacher population was narrowed to teachers who teach age-appropriate literacy skills regularly in the classroom, removing Art, Music, Physical Education, and English Language Learner (ELL) instructors from the population. The repeatedly validated instrument, The Survey of Preservice Teachers' Knowledge of Teaching and Technology, was used to find the TPACK of the teachers in the final sample. This instrument has been repeatedly validated for both pre- and in-service teachers. The scores were analyzed using the Pearson&rsquo;s ? correlation coefficient to discover whether or not there was a significant positive or negative correlation between the TPACK score and its subdomains and the amount of specialized professional development, the age, the gender, and the years of teaching experience of the teacher. Using the Spearman&rsquo;s ? and the Two-Tailed test to cross-check the results, the researcher found no significant positive or negative correlation between the teachers&rsquo; TPACK scores and the studied variables. One research and one practical recommendation have been suggested by the researchers. A follow-up study using a school or district that has not instituted a 1:1 iPad program wherein the research team would implement a program and follow the progress of the program for 1 to 3 years and improving professional development programs to include detailed and immersive modules for integrating technology into the classroom and into the lessons.</p><p>

Many children who are severely speech and physically impaired (SSPI) are unsuccessful in developing literacy (Koppenhaver, 1991; Light, 1991). Yet there is increasing recognition that SSPI children are capable of developing sophisticated reading and writing skills (Creech, 1988; Kelford-Smith, 1989; Koppenhaver & Yoder, 1991; Light & Lindsey, 1990). In addition to current cognitive studies about the literacy development of SSPI children, studies are needed from other perspectives. A new and emerging research perspective of literacy development among general education students views reading and writing as social and cultural phenomena. Such a perspective has promise for understanding the literacy development and practices of SSPI students. This study involved two SSPI children and their reading/writing activities during the first semester of the 1991-1992 school year. Methods used in the study included participant observation, interviewing, and videotaping. A multi-step analysis process was used, consisting of (1) thematic analysis, (2) componential analysis, and (3) sociolinguistic microanalysis. The use of these analytic techniques and the interpretation of findings is guided by theoretical constructs from sociolinguistic ethnography and recent studies of literacy as a social process. Among the findings are (1) the social construction of reading and writing. The mechanisms contributing to social construction were social recognition and acknowledgement, mediation, and communication structure. (2) The development of identities as readers and writers. The terms used to label SSPI students within the reading/writing groups, the title given the group, the language used to construct various social roles within the reading/writing groups, the focus on attending within the group, and body posturing contributed to the construction of the SSPI students' identities as readers and writers. (3) Differing definitions of reading and purposes for the lessons. (4) Miscommunications during lessons due to differences in definitions of reading. (5) Ways that SSPI students show communicative competency within the communication structure of the reading/writing lessons. Implications are given for the relationship of communication technology to interaction, methods of facilitation of reading and writing interactions, and the relationship of literacy and social acceptance of SSPI students in classrooms.

This qualitative study focused on ten middle school dropouts, and their personal experiences. Ten middle school dropouts were interviewed to examine their personal experiences rather than from the vantage points of teachers and the educated professionals. Two major findings were found: (a) the causes that underlined the subjects actions and (b) methods to rectify the problem. Our technologically advanced society requires many years of schooling for its citizens. The present job market requires students to obtain an education that is equivalent to a high school diploma in order to compete in the work force. The focus of this study as forementioned was to examine the students personal experiences before making a decision to drop out of school. The data was intended to bring about an awareness of the existing dropout problems among teachers and educators. The findings indicate the characteristics and causes of the middle school dropout problem, as well as preventive measures, which revolve around greater flexibility and understanding of the needs of at-risk students in the public school system. Research indicates the need for educators to rethink and restructure the curriculums and teaching methods as well as teacher training to meet the needs of at-risk students. Research further suggests that endeavors be made to counter the dropout problem; and then attempt to prepare students for a successful and productive adult life. According to research the lack of sensitivity and preventive measures among educators have caused widespread dropout problems in public schools. In addition the dropout problem is compounded by teacher-student conflicts as well as tension and humiliation among students. The dropout population accepts unemployment as normal. Furthermore, they treat dropouts as normal, and in many circumstances, even positive. The preventive measures found in this study emphasize (a) small class size, (b) common planning and meeting time for staff, (c) collaboration with at-risk students, (d) a partnership with the outside community resources, and (e) an intimate home/school communication in an attempt to deal effectively with the dropout problem.

This study examined the effects of cross-age tutoring on the reading achievement of thirty second graders and their tutors' levels of performance. Additionally, the study assessed whether the role of tutors raised the academic performance of those younger students in the tutoring program. Participants in the study were academically, economically, and socially deficient. This study involved African American students from an urban public school in an after school tutoring program for two months. The students were paired during the tutoring sessions. They were administered the Morrison-McCall Diagnostic Spelling Scale pretests and posttests. Analysis of variance was used to compare and assess the levels of performance of the tutored and untutored groups. Overall, participants in the cross-age tutoring study produced remarkable gains of mastery in their reading achievement performances. This achievement was determined through the use of the Morrison-McCall Diagnostic Spelling Scale Test, which was administered to all students prior to the beginning of the program and at the end of the tutoring sessions. The results indicated significant gains made by the tutored group of students. Students in the study improved their reading, spelling, writing and comprehension skills. The effects of cross-age tutoring on the achievement level of the tutored group was successful. The posttest findings regarding level of reading improvement were increased. The results were used to make recommendations relative to the efficacy of cross-age tutoring as an instructional strategy for improving and measuring the achievement levels of "underachieving" African American students. Previous findings suggested that cross-age tutoring programs have been a positive choice of intervention for underachieving students in some school districts. As a result of cross-age tutoring, students elevated (independent or in a group setting) their level of academic performances. Thus, the study determined that cross-age tutoring has provided students with the academic tools to "carry over" to the daily mastery of skills at school to enhance accomplishments.

This study proposes that students and teachers make use of various social, intellectual, and material tools or resources in order to engage in classroom reading and writing. Furthermore, how resources are used for instruction defines and teaches students about reading. This study examines second grade students' perspectives about resources for classroom reading instruction. Theoretical constructs supporting this study were derived from ethnography of communication, social semiotics, and social interaction theory. Data were collected during twice-weekly classroom visits beginning with the first day of school in August of 1994 and ending in February of 1995. The data collection includes: (1) participant observation notes, (2) interviews, (3) students' interpretations of statements made by other students about reading instruction, (4) video and audio tape recordings of classroom interactions and interviews, and (5) photocopies of students' written book reviews. There are four principal findings about resources for reading. First, the term "reading" serves as a resource which students and their teacher draw from in order to (a) indicate what readers should do and (b) indicate who readers are. Second, students use time as a resource to tell what activities are considered reading and to mark changes in the ways they use reading resources. Third, learning what to do with reading resources leads to a unique series of interactions between students and teachers which define reading for them. Fourth, students use resources to evaluate their progress with reading. Implications are drawn for teachers' roles in the classroom, ways that reading lessons are planned, and ways that reading is evaluated. Suggestions are made for future research.