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Relationships among utilization of an online differentiated reading program, ELL student literacy outcomes, and teacher attitudes

Author: David C Meredith; Trevecca Nazarene University. School of Education.
Publisher: [Nashville, TN] : Trevecca Nazarene University, 2017.
Dissertation: Ed. D. Trevecca Nazarene University 2017
Edition/Format:   Thesis/dissertation : Thesis/dissertation : Manuscript   Archival Material : English
Summary:
This study investigated whether use of the Achieve 3000 differentiated reading internet program correlated with increased incidence of ELL students achieving proficiency and/or with improvement in reading and literacy scores. It also examined attitudes among district ELL teachers. Results supported DI and CALL methods as instructional approaches. Achieve 3000 was most strongly related to improved literacy among  Read more...
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Genre/Form: Academic theses
Dissertations, Academic
Material Type: Thesis/dissertation, Manuscript
Document Type: Book, Archival Material
All Authors / Contributors: David C Meredith; Trevecca Nazarene University. School of Education.
OCLC Number: 1040698780
Notes: Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Leadership and Professional Practice.
Advisors: Mark Gonzales; Alice K. Patterson Committee members: Mark Gonzales; Alice K. Patterson; Heidi R. Ventura.
Copyright, 2017, David C. Meredith.
Description: v, 125 leaves ; 28 cm
Responsibility: by David C. Meredith.

Abstract:

This study investigated whether use of the Achieve 3000 differentiated reading internet program correlated with increased incidence of ELL students achieving proficiency and/or with improvement in reading and literacy scores. It also examined attitudes among district ELL teachers. Results supported DI and CALL methods as instructional approaches. Achieve 3000 was most strongly related to improved literacy among students who completed 80 activities or more. Number of activities scoring at least 75% was the strongest predictor of improvement. Lexile score was related, but Lexile growth was not. When not used according to company recommendations, correlations were much weaker. Only 4.2% of district ELL students followed those recommendations. Relationships did not hold true for the lowest, beginning English proficiency students.

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