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Record identifier : 569240
Personal Name - Primary Intelectual Responsibility : Bishop-Kallmeyer, Nikki
Title and statement of responsibility : A critical examination of the READ 180 program among a sample of English as a second language students and special education students [Thesis]
Publication, Distribution,Etc. : Loyola University Chicago, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , Loyola University Chicago
Summary or Abstract : The mandate to have "all students to be proficient in reading by the year 2014" has created a push to find ways for all groups of students to meet adequate yearly progress (AYP), as defined by NCLB. School districts across the country are searching for new and/or different supplemental instructional strategies and programs in hopes of finding the magic bullet. One such reading program, READ 180, was created to address the unique needs of adolescent readers in grades four through twelve.The overall purpose of this dissertation research study was to determine the utility of the READ 180 program with respect to increasing the reading achievement scores among samples of special education and English as a Second Language students. Permission was granted to examine an archival data set of reading achievement scores from a sample of special education (n = 25) and ESL (n = 8) students who had participated in the READ 180 program (the intervention group). A comparison group was created within the same school. The comparison group included samples of special education students (n = 17) and ESL students (n = 0) who had not participated in the READ 180 program. Pre-and-post-test Ohio Reading Achievement Test results were available for both groups. Scholastic Reading inventory test results were available only for the intervention group. These two measures served as the dependent outcome measures.Descriptive statistics were used to describe the archival data sets and the finding related to the comparisons between the intervention group and matched comparison group. A mixed analysis of variance procedure was used to analyze the data sets. A test of repeated measures, was used to analyze the findings related to the intervention group SRI scores. In addition to the quantitative analysis of the data sets, grounded theoretical qualitative data analytic procedures (Denzin & Lincoln, 2005; Strauss & Corbin, 1998) were used to describe and interpret the utility of the social and political policies related to the use of commercial reading programs in the schools.Three research questions were addressed. Are there differences in the outcome measures across the intervention group and the comparison group conditions? Are there differences in the outcome measures between the ESL and special education groups? And are there differences in the outcome measures across a selected set of demographic variables, including gender and race? Overall, the findings indicated that at best there was only partial support found for the use of the READ 180 reading intervention program related to increasing the outcome measures. In addition to the quantitative findings, a socio-political critique of the use of commercial materials in American schools was presented. The results of the current study indicate that a highly regarded popular commercial reading intervention program had little, if any, positive effect on the students who participated, but it is doubtful that the program will be discontinued. The public policies related to the continuation of the standards set for subgroup populations are likely to prevail. Furthermore, it appears that schools rarely have the ability to make independent decisions about instruction based on objective results beyond the findings reported in state-sponsored achievement test reports. The implementation of such commercial programs may (falsely) insure parent and/or public confidence in instructional strategies as teachers and administrators rely upon their commercial appeal and policy promises..
Topical Name Used as Subject : Educational psychology
: Special education
: Literacy
Information of biblio record : TL
 
 
 
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