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Kohart Dissertation with signature.pdf (1.98 MB)

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Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores

Kohart, Jennifer N
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1363874120

Abstract Details

2012, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically, sixth grade students who were not receiving special education or additional reading intervention services. Until recently, research on read-aloud in the middle school has been limited. For the current investigation, students in two middle schools within the same school system in Virginia were tested using the Diagnostic Online Reading Assessment (DORA) during the fall of 2009 and again in the spring of 2010. Data from the pretest and posttest in the areas of reading comprehension and vocabulary were collected and analyzed using SPSS Version 18. Pretest and posttest raw scores, along with gender, were analyzed for reliability, and, correlational and multivariate analyses were conducted to examine for potential relationships and group differences. Qualitative data were gathered from anecdotal logs from the teachers from the treatment group and the researcher from fidelity checks throughout the research period. Information from teachers included: attendance, student reactions, lessons, and personal reflections. Researcher information included observations of teachers from control and treatment groups, and included information such as: types of questions asked, activities utilized, and demeanor/behavior of the students. This data was analyzed for trends to complement the quantitative data from the assessments. Significant findings and their implications are discussed.
Karen Larwin, Ph.D. (Committee Chair)
Karen Becker, Ph.D. (Committee Member)
Bob Beebe, Ph.D. (Committee Member)
Gail Saunders-Smith, Ph.D. (Committee Member)
143 p.
Education; Educational Tests and Measurements; Literacy; Middle School Education; Reading Instruction; Teacher Education; Teaching
Education; middle school; reading; read-aloud; reading assessment; reading strategies; middle school education; literacy; teaching reading

Recommended Citations

Citations

  • Kohart, J. N. (2012). Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1363874120

    APA Style (7th edition)

  • Kohart, Jennifer. Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores. 2012. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1363874120.

    MLA Style (8th edition)

  • Kohart, Jennifer. "Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores." Doctoral dissertation, Youngstown State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1363874120

    Chicago Manual of Style (17th edition)

ysu1363874120
665
© 2012, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.