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首页> 外文学位 >The effects of K-2 commercialized reading programs on 3rd grade reading mastery as measured by the Pennsylvania System of School Assessment (PSSA).
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The effects of K-2 commercialized reading programs on 3rd grade reading mastery as measured by the Pennsylvania System of School Assessment (PSSA).

机译：宾夕法尼亚州学校评估系统（PSSA）对K-2商业化阅读计划对三年级阅读精通的影响。

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摘要

The purpose of this a two-phase explanatory sequential mixed--methods research designed study was to determine if a significant difference exists between four modalities of teaching reading: teacher-developed, Step by Step Learning, Inc. (scripted), other commercialized reading programs (non-scripted), or a combination of scripted/non-scripted programs on the reading ability of third-grade students as measured by the Pennsylvania System of School Assessment (PSSA). All 500 superintendents in the Commonwealth of Pennsylvania were sent an online survey to complete and volunteer for a follow-up telephone interview.;Findings of this study revealed a statistically significant difference between the amounts of time the scripted/non-scripted approach to teach reading is utilized and proficient/advanced 3rd grade PSSA scores. In addition, there was a statistically significant difference between the perceptions of superintendents that a student's background characteristics influence proficient/advanced 3rd grade PSSA scores.
机译：此两阶段说明性顺序混合方法研究设计研究的目的是确定教学阅读的四种模式之间是否存在显着差异：教师开发的，逐步学习的公司（脚本），其他商业化阅读程序（非脚本）或脚本/非脚本程序的组合，以宾夕法尼亚州学校评估系统（PSSA）衡量的三年级学生的阅读能力。宾夕法尼亚州的所有500名学长都接受了在线调查，以完成调查并自愿接受后续电话采访。该研究的结果表明，采用脚本/非脚本方法进行阅读教学的时间差异具有统计学意义被利用和熟练/高级3年级PSSA分数。此外，在管理者对学生的背景特征影响熟练/高级3年级PSSA分数的看法之间，统计上存在显着差异。

著录项

  • 作者

    Wallace, Jesse T., III.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Educational evaluation.;Elementary education.;Reading instruction.
  • 学位 D.Ed.
  • 年度 2016
  • 页码 307 p.
  • 总页数 307
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

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