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A quasi-experiment on the degree to which i-Ready Reading Instruction predicted Florida state assessment scores for low performing students compared to students on grade level

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Date Issued:
2018
Abstract/Description:
The purpose of this study was to determine the degree to which i-Ready(&)#174; Reading Instruction (a computer adaptive testing program) predicted Florida Standards Assessment English Language Arts (FSA ELA) scores for low performing students (Level 1) compared to those who are on grade level (Level 3). Participants included students in seventh grade at a central Florida school district who participated in i-Ready(&)#174; Reading Instruction and who had previously scored a Level 1 or Level 3 on the FSA ELA. A hierarchical multiple regression was run to determine the impact of the interaction effect between prior year FSA performance level and time spent in i-Ready(&)#174; Reading Instruction, while controlling for teacher-level and other student-level variables. Regression analyses indicated that prior year FSA ELA performance level did not moderate the degree to which time spent in i-Ready(&)#174; Reading Instruction predicted FSA ELA score gains. Additionally, when the interaction term was removed from the regression, time spent in i-Ready(&)#174; Reading Instruction did not predict FSA ELA score gains.
Title: A quasi-experiment on the degree to which i-Ready Reading Instruction predicted Florida state assessment scores for low performing students compared to students on grade level .
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Name(s): Pierce, Ashley, Author
Sivo, Stephen, Committee Chair
Bai, Haiyan, Committee Member
Clark, M. H., Committee Member
Hopp, Carolyn, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2018
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to determine the degree to which i-Ready(&)#174; Reading Instruction (a computer adaptive testing program) predicted Florida Standards Assessment English Language Arts (FSA ELA) scores for low performing students (Level 1) compared to those who are on grade level (Level 3). Participants included students in seventh grade at a central Florida school district who participated in i-Ready(&)#174; Reading Instruction and who had previously scored a Level 1 or Level 3 on the FSA ELA. A hierarchical multiple regression was run to determine the impact of the interaction effect between prior year FSA performance level and time spent in i-Ready(&)#174; Reading Instruction, while controlling for teacher-level and other student-level variables. Regression analyses indicated that prior year FSA ELA performance level did not moderate the degree to which time spent in i-Ready(&)#174; Reading Instruction predicted FSA ELA score gains. Additionally, when the interaction term was removed from the regression, time spent in i-Ready(&)#174; Reading Instruction did not predict FSA ELA score gains.
Identifier: CFE0007234 (IID), ucf:52242 (fedora)
Note(s): 2018-08-01
Ed.D.
Education and Human Performance, Teach Learn and Ldrshp, Schl of
Doctoral
This record was generated from author submitted information.
Subject(s): i-Ready -- computer adaptive testing
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007234
Restrictions on Access: campus 2023-08-15
Host Institution: UCF

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