This study examines the effectiveness of an after school reading improvement program in reducing retention and social promotion in an urban elementary school. The study site was the Ruth K. Webb Elementary School, located in northeast area of Washington, D.C. known as "Ivy City." This site was selected because a significant percentage of at-risk students presented behavioral/discipline problems, poor social adjustment, low motivation and self-esteem to their parents, teachers and school administrators. Study participants were 4th, 5th and 6th grade students who were retained in grade or socially promoted to the next higher grade. Teachers, parents and other volunteers participated in this study. Retention and social promotion are two of the most controversial issues facing educators in many urban school districts. The Ruth K. Webb Reading Improvement Program was designed to address this issue. The program provided students with an opportunity to receive intensive instructional assistance in the area of reading skills deficiency. Study services were available to help students advance along the instructional curriculum at his or her own rate of mastery or achievement. Staff development and parental involvement activities encouraged teachers, support personnel and parents to work with students at different readiness and skill levels, motivate the slow learner and creatively utilize a variety of instructional approaches to solve learning problems. Pre-and post-program questionnaires, conferences and evaluations were used to report the study's findings. Study results showed the Webb's Reading Improvement Program was effective in (1) increasing educational performance for the at-risk students as measured by CTBS, diagnostic testing and test scores, report card grades, promotion/retention data and attendance; (2) improved delivery of instruction through use of new and creative techniques as indicated by individualized instruction services, use of manipulative, visual aids and parental involvement as indicated by rosters and monthly sign-in sheets and; (3) providing an environment where academic success as measured by student, teacher, parent involvement was achieved by the at-risk students.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-9062 |
| Date | 01 January 1995 |
| Creators | Duff, Willie Edward |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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