The purpose of this study was to involve second-graders unresponsive to research-validated classroom instruction (i.e., Peer Assisted Learning Strategies; PALS) in four treatments: one to one standardized, one to one individualized, one to three standardized, and continuation in large-class PALS. The two central research questions were: (a) Does individualizing tutoring promote greater reading growth than a standardized approach? (b) Do students in standard 1:1 instruction show greater improvement than those in small group standard instruction? Results were unexpected. Those who remained classroom PALS instruction outperformed the other study groups on many of the reading measures. Those in the 1:3 standard group made similar gains to those in the 1:1 group. Prior reading ability and English Language Learner status were significant predictors of reading progress. That is, students with higher pretreatment scores made more progress. Students whose first language was not English made less progress than those whose first language was English.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-03312008-114106 |
| Date | 17 April 2008 |
| Creators | Young, Caresa Lynn |
| Contributors | Daniel Ashmead, Don Compton, Kathleen Lane, Lynnn Fuchs, Doug Fuchs |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-03312008-114106/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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