خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 568944
Personal Name - Primary Intelectual Responsibility : Robby, Matthew Ashley
Title and statement of responsibility : Evaluation of the academic effectiveness of the READ 180 program: Educational software intervention in reading for at risk high school students in Riverside County, California [Thesis]
Publication, Distribution,Etc. : Argosy University/Orange County, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Argosy University/Orange County
Summary or Abstract : A formative and summative program evaluation was conducted to determine the academic effectiveness of the READ 180 software in 2006 and 2007 as an intervention for experimental participants (n = 260) versus a teacher provided intervention for randomly selected control participants (n = 280). Both groups consisted of freshman high school students reading significantly below grade level and experiencing difficulties making grade level progress in the required curriculum.The evaluation used a rigorous quasi-experimental design with mixed methods and appropriate statistical controls, including archival data and multiple measures to triangulate and interpret results. The study performed replication activities involving two program years (2006 and 2007), two experimental and control group cohorts, and two different baseline and posttest periods. Academic outcomes were compared with ANCOVA and Heges's G procedures between each experimental and control group cohort. Analysis occurred between years and by subgroups, including English learners, disadvantaged students, special education students, and Hispanic students. Additionally, correlations were examined between READ 180 software usage and performance variables and academic outcomes.Findings revealed the null hypothesis was retained for the READ 180 software because of inconsistent cohort 1 and 2 results on the CST in Reading Comprehension and Word Analysis, Fluency, and Systematic Vocabulary Development for English learners, special education students, and Hispanic students; and based on outcomes on the CST in ELA for disadvantaged students, special education students, and Hispanic students. Nevertheless, the null hypothesis was rejected by 2006 and 2007 findings revealing statistically significant and "small to moderate" effects greater than control conditions for English learners on the CST in ELA, and "small" effects for disadvantaged students on the CST in Reading Comprehension.Practical analysis revealed subgroups remained below grade level in English language arts and reading comprehension respectively; and that the achievement gap in reading was only slightly reduced. It is unclear if the initial positive effects will show "sustained effects" during follow-up years. Implications yielded suggestions for improving leadership practices, academic interventions, and the conditions for effective use of educational software in reading. Recommendations were offered for conducting follow-up research on the effects of the READ 180 software..
Topical Name Used as Subject : School administration
: Literacy
: Reading instruction
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)