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Title: DOES SUCCESS FOR ALL IMPACT READING ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES?.
Creator: Smith-Davis, Stacey, Cross, Lee, University of Central Florida
Abstract / Description: This dissertation seeks an answer to the question: "Will students with learning disabilities who were provided reading instruction through the Success For All reading program demonstrate higher reading achievement on selected reading assessments (Florida Comprehensive Assessment Test and the Qualitative Reading Inventory-3) than the students with learning disabilities who were provided reading instruction through other reading programs?" Determining the impact of the Success For All reading...
Show moreThis dissertation seeks an answer to the question: "Will students with learning disabilities who were provided reading instruction through the Success For All reading program demonstrate higher reading achievement on selected reading assessments (Florida Comprehensive Assessment Test and the Qualitative Reading Inventory-3) than the students with learning disabilities who were provided reading instruction through other reading programs?" Determining the impact of the Success For All reading program on reading assessment scores will add to the research about effective reading instruction methods for use with students with learning disabilities. The target population of this study was third grade students with learning disabilities in one central Florida school district. Seventeen total participants were included in the final data analysis. Because of the small number of participants, the researcher is reluctant to make generalizations based on the results of this study. However, the results of a logical analysis of the data indicated that the students with learning disabilities who received reading instruction through the Success For All program did not consistently perform better on the Florida Comprehensive Assessment Test or the Qualitative Reading Inventory-3 reading assessments than the students with learning disabilities who were provided reading instruction through other evidenced-based reading programs.
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Date Issued: 2007
Identifier: CFE0001813, ucf:47367
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001813

Title: The Impact of Access to Books on the Reading Motivation and Achievement of Urban Elementary Students.
Creator: Trimble Spalding, Lee-Anne, Hynes, Michael, Kelley, Michelle, Hoffman, Bobby, Clark, Margaret, Williams, Robert, University of Central Florida
Abstract / Description: The focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the...
Show moreThe focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the aforementioned associations. Findings revealed that increased access to books in these elementary schools did not have a statistically significant impact on reading motivation or reading achievement scores. In addition, teachers' demographic data, such as age, number of years teaching or highest degree held, did not impact their student reading achievement.
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Date Issued: 2012
Identifier: CFE0004611, ucf:49933
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004611

Title: EXPLORING THE DIFFERENCES BETWEEN PRE-SERVICE AND IN-SERVICE TEACHERS' ANALYSES OF VARIOUS INFORMAL READING INVENTORY RESULTS IN THE ELEMENTARY GRADES.
Creator: Miller, Tara, Wenzel, Taylar, University of Central Florida
Abstract / Description: Reading is a fundamental skill in our modern society; being able to read with comprehension and fluency is an important skill in all core academic subjects. Reading teachers are charged with the task to analyze student data in order to drive their instructional decisions. Informal Reading Inventories (IRIs) are one type of an informal reading assessment that teachers can use in the classroom to learn about student reading behaviors and drive instruction. Informal Reading Inventories assess...
Show moreReading is a fundamental skill in our modern society; being able to read with comprehension and fluency is an important skill in all core academic subjects. Reading teachers are charged with the task to analyze student data in order to drive their instructional decisions. Informal Reading Inventories (IRIs) are one type of an informal reading assessment that teachers can use in the classroom to learn about student reading behaviors and drive instruction. Informal Reading Inventories assess fluency and comprehension. Research suggests that fluency and comprehension have a reciprocal relationship; meaning, if you improve one skill, you improve the other skill simultaneously (DeVries, 2011). This study explored how pre-service teachers, college students in an education program, and in-service teachers, veteran teachers, analyzed data from various IRIs. This study also explored how three separate IRIs, the Qualitative Reading Inventory (QRI), the Basic Reading Inventory (BRI), and the Analytical Reading Inventory (ARI), compared to one another. There were four participants in this study: two undergraduate students in an elementary education program reading class and two veteran classroom teachers. This study found that the grade level readability of the passages are inconsistent with the reading level they claim to be. An inconsistency like this is something to note as many teachers only use these resources on which they were trained during their college education. This study also found that the length of the IRI passages had an effect on the student's words correct per minute (WCPM); the longer the passage, the lower the WCPM. This is probably due to the fact that students need more time to process a passage for the sake of comprehension.
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Date Issued: 2015
Identifier: CFH0004888, ucf:45414
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004888

Title: THE IMPACT OF ACADEMIC VOCABULARY INSTRUCTION ON READING PERFORMANCE OF SOPHOMORE STUDENTS ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST FROM 2008 TO 2009.
Creator: McMillen, Margaret, Taylor, Rose, University of Central Florida
Abstract / Description: This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education,...
Show moreThis study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education, and teacher data collected from a survey used as a pretest/posttest. Variables used in the analysis of student data included demographic subgroups of white, African-American, and Hispanic students and students with disabilities, English language learners, and economically disadvantaged students. Teacher variables used were years of teaching experience and curriculum area. Both an ANCOVA and a multiple logistical regression were used to analyze change in student reading performance. Student reading score performance dropped for the total population and in for subgroups from 2008 to 2009. Several intervening variables could explain the downward change: budget cuts resulting in a change in instructional day from six to seven-period day with loss of instructional time, reduction in number of teachers, increase in student population, and change in start time for school day (from 7:15 a.m. to 2:30 p.m. to :30 a.m. to 4 p.m.). An ANOVA and independent t-test were used to analyze teacher pretest/posttest data. The data indicated a positive change in teacher knowledge and instructional practice, though not statistically significant. It should not be concluded from the reading scores that the program of academic vocabulary was not successful, but rather that vocabulary instruction is only one of the essential components of any plan to improve secondary student reading performance. Further research should be conducted to replicate this study during a time period without intervening variables experienced during the span of this study. Additionally, students should be matched to their teachers to examine the relationship between individual teacher and student performance. This study should be replicated in a high school with different demographics and different level of student achievement.
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Date Issued: 2009
Identifier: CFE0002909, ucf:48005
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002909

Title: DIALOGIC READING WITH ADOLESCENT MOTHERS.
Creator: Abarca, Diana L, Towson, Jacqueline, University of Central Florida
Abstract / Description: The purpose of this study was to evaluate the effectiveness of teaching dialogic reading (DR) strategies to adolescent mothers as measured by DR strategy use during shared book reading with their children. The secondary purpose was to determine the impact of adolescent mothers' implementation of DR strategies on their preschool children's single word vocabulary. A single subject multiple baseline across behaviors research design was implemented with one adolescent mother and her twin boys....
Show moreThe purpose of this study was to evaluate the effectiveness of teaching dialogic reading (DR) strategies to adolescent mothers as measured by DR strategy use during shared book reading with their children. The secondary purpose was to determine the impact of adolescent mothers' implementation of DR strategies on their preschool children's single word vocabulary. A single subject multiple baseline across behaviors research design was implemented with one adolescent mother and her twin boys. Based on visual analysis of graphical representation of the data, it was determined there was a moderate to strong functional relation between educating an adolescent mother on DR and her implementation of DR strategies during shared book reading, depending on the DR strategy. Receptive and expressive scores on the individual book assessments decreased from baseline to intervention. These results provide preliminary evidence that adolescent mothers have the potential to implement new strategies during shared book reading when provided with direct support. Future research with this population should strive towards developing an intervention for adolescent mothers and their children to enhance children's language and literacy development.
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Date Issued: 2018
Identifier: CFH2000277, ucf:45821
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000277

Title: MIDDLE SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF THE RELATIONSHIPS AMONG EXPERIENCE, COACHING ACTIVITIES, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT.
Creator: Bowman, Patricia, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of...
Show moreThe focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of time spent in 13 literacy coaching activities, and (c) the working factors related to student reading achievement as evidenced on the Florida Comprehensive Assessment Test. Data from a web-based survey and personal interviews were used to collect pertinent data to create an awareness and understanding of the work lives of middle school literacy coaches. Descriptive statistics were used to present demographic information regarding the coaches. Exploratory regression analyses were performed using time devoted to coaching activities and school performance data to determine existing relationships. Qualitative analyses were used to determine emergent literacy coach themes from survey responses. All data were triangulated to develop case studies for a group of 10 literacy coaches. Narrative descriptions of all coaching and individual school data were presented in the context of schools' percentage of student subgroups that attained Adequate Yearly Progress in 2010. The results of the study indicated that, although literacy coaches believed that modeling lessons was the most influential activity in positively affecting reading proficiency, very little of their time was spent in that activity. Recommendations included professional development for administrators on the use of a literacy coach and for literacy coaches on their usage of time.
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Date Issued: 2011
Identifier: CFE0003973, ucf:48680
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003973

Title: LATINATE WORD PARTS AND VOCABULARY:CONTRASTS AMONG THREE GROUPS COMPRISINGTHE COMMUNITY COLLEGE PREPARATORY READING CLASS.
Creator: Bellomo, Tom, Taylor, Rosemarye, University of Central Florida
Abstract / Description: Students enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts...
Show moreStudents enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts and morphologically complex vocabulary differed among groups based on language origin. The identical instrument served as a posttest to measure the extent that direct instruction in morphological analysis resulted in change among the same groups after one semester of instruction. Two sections on both the pretest and posttest yielded a total of four distinct mean scores that formed the primary basis for comparison. Categorizing students within the college preparatory reading class based on language origin revealed distinctive strengths and weaknesses relative to group identity when learning Latin-based word parts and vocabulary. Results of a one-way fixed-factor analysis of variance, in conjunction with multiple comparison procedures, indicated that the Latin-based group performed the strongest. This group had the greatest mean score on all four measurements; however, only for the word part section of the pretest was the difference statistically significant. The non Latin-based group performed the poorest as evidenced by scoring the lowest on three of the four measures, with a statistically significant difference for the vocabulary pretest. Additionally, a disproportionately large number of students within the native English-speaking group had difficulty mastering word parts. Though the lower group mean was statistically significant for the word part section of the posttest, practical significance was not observable from the descriptive data. A follow-up frequency tabulation revealed a dichotomization within the native English speaking group between those who proceeded to master word parts and those who did not. Furthermore, results from a pretest/posttest comparison for each respective group indicated that all three groups made significant gains on both sections of the test instrument as a result of direct instruction in Latinate word parts and vocabulary. However, there was an incongruity between word part and vocabulary mastery as all three group means were markedly better on the word part section of the instrument. The results of this study suggest that college preparatory students, regardless of their language origin, enter higher education with limited knowledge of Latinate word parts and vocabulary. The results further suggest that students comprising the heterogeneously populated college preparatory reading class can profit from direct instruction in morphological analysis--regardless of language origin. Prior research has demonstrated that college-level content words tend to be morphologically complex, singular in meaning, and likely to be Latinate in origin. Reading is the salient skill utilized across the curriculum and often the primary means of content dissemination. Reading, in turn, is principally linked to the extent of one's vocabulary. Consequently, teaching morphologically complex vocabulary at the college preparatory level along with providing a working knowledge of morphemes can assist students toward college readiness.
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Date Issued: 2005
Identifier: CFE0000444, ucf:46384
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000444

Title: Internet Reading and Learning in a Guided Reading Context.
Creator: Van Allen, Jennifer, Zygouris-Coe, Vassiliki, Boote, David, Damico, Nicole, Vitale, Thomas, Butler, Lorrie, University of Central Florida
Abstract / Description: Many employers are calling for high school graduates who are equipped with skills to research, manage, and process information from multiple sources and communicate effectively to others through a variety of sources. Yet, students are not being appropriately prepared with online research and comprehension skills in schools today. A major factor impacting this problem is that teachers do not possess the knowledge and skills to effectively address online research and comprehension skills in the...
Show moreMany employers are calling for high school graduates who are equipped with skills to research, manage, and process information from multiple sources and communicate effectively to others through a variety of sources. Yet, students are not being appropriately prepared with online research and comprehension skills in schools today. A major factor impacting this problem is that teachers do not possess the knowledge and skills to effectively address online research and comprehension skills in the intermediate grades. This dissertation in practice proposes a solution to this problem of practice through the design of an educative curriculum that introduces online research and comprehension skills to upper elementary students. It also provides teachers with necessary knowledge to aid their pedagogical design capacity throughout the curriculum. Prior to the development of the curriculum, a case study was conducted to determine how a fourth-grade teacher integrates digital tools during guided reading lessons to support students' development of online research and comprehension skills. The results showed that the implementation was challenging and resulted in role changes for both the teacher and students. These findings supported the design choices of the base curriculum for students, set within the guided reading framework, and educative features to support teachers.
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Date Issued: 2016
Identifier: CFE0006702, ucf:51909
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006702

Title: English Language Arts Preservice and Inservice Teacher's Knowledge about How to Use eTextbooks and Open Educational Resources to Support Students' Comprehension: A Case Study.
Creator: Smith, Lourdes, Zygouris-Coe, Vassiliki, Roberts, Sherron, Damico, Nicole, Wilson, Nance, University of Central Florida
Abstract / Description: The focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills...
Show moreThe focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills can be developed. Data were analyzed in order to determine themes related to the use and planning for eTextbooks and OERs in the secondary ELA classroom. Data sources for this study included the participant interviews, document analysis, and a focus group interview. Findings revealed that participants (N=6) were both excited and apprehensive about using technology and that although they had some personal experiences with eTextbooks and OERs, they would need more specific support in helping their future or current students to develop online reading comprehension skills. Implications and recommendations are offered for preservice teacher educators, classroom teachers and professional developers, researchers, and publishers.
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Date Issued: 2017
Identifier: CFE0006797, ucf:51922
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006797

Title: CLOSING THE ACHIEVEMENT GAP FOR ENGLISH LANGUAGE LEARNERS:A COMPARISON OF LANGUAGE ARTS/ESOL AND ONE-WAY DEVELOPMENTAL BILINGUAL PROGRAMS.
Creator: Marlow, Kimberly, Murray, Barbara, University of Central Florida
Abstract / Description: The present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only...
Show moreThe present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only students and English Language Learner students. One study highlighted a 46% gap on the 2005 National Assessment of Education Progress (NAEP). The present study was designed to investigate 23 middle schools in one Florida county. The focus of the study was on two English Language Learner programs: Language Arts/ESOL and One-Way Developmental Bilingual Education. A total of 13 schools were identified that had implemented the Language Arts/ESOL program, and 10 middle schools were identified that had implemented the One-Way Developmental Bilingual Education program. The 2007 FCAT reading mean scale scores for the schools' 7th-grade English Language Learners were compared to those of standard curriculum students. For both English Language Learner programs, a statistical significance was found using t-tests. In addition, FCAT reading Levels 1-5 were investigated. At FCAT Levels 1-3, the Language Arts/ESOL program out-performed the One-Way Developmental Bilingual Education program. At FCAT Levels 4 and 5, the One-Way Developmental Bilingual Education program out-performed the Language Arts/ESOL program.
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Date Issued: 2008
Identifier: CFE0002059, ucf:47582
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002059

Title: "WE'RE BECOMING BILINGUAL AND BILITERATE!" AN ETHNOGRAPHIC STUDY ON HOW A DUAL-LANGUAGE PROGRAM IN FLORIDA CONTRIBUTES TO THE LITERACY DEVELOPMENT OF ENGLISH-LANGUAGE LEARNERS.
Creator: Black, Diane, Lue, Martha, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this research was to determine whether participation in a dual-language program by English-language learners (ELLs) contributed to the literacy development of this student population. This qualitative research spanned 5 months and was conducted within an elementary school located in central Florida. It is important to note that the researcher was also a teacher within the dual-language program under study, hence possessed an inside perspective of the program and the...
Show moreABSTRACT The purpose of this research was to determine whether participation in a dual-language program by English-language learners (ELLs) contributed to the literacy development of this student population. This qualitative research spanned 5 months and was conducted within an elementary school located in central Florida. It is important to note that the researcher was also a teacher within the dual-language program under study, hence possessed an inside perspective of the program and the progression of several participating students. The study was guided by the following research questions: 1. What factors contribute to the improved literacy development for ELLs through participation in a two-way, dual-language program? 2. What factors contribute to the failure to improve the literacy development for ELLs participating in two-way, dual-language programs? As an ethnographic study, the qualitative methods of observation, interviewing, and examination of artifacts (i.e., work samples) were employed. ELLs attending the 1st through the 5th grades were observed during their Literacy Block and interviewed regarding their feelings about learning two languages. Parents and teachers were also interviewed to determine their beliefs surrounding the contribution of the dual-language program to the literacy development of the participating ELLS. Work samples, including reading scores and journal samples, were also examined. The four processes of the W. P. Thomas and V. P. Collier (1997) prism model--sociocultural processes, linguistic processes, academic development, and cognitive development--served as the theoretical framework for the data analysis. The prism model facilitated elaboration of how all processes involved in the development of the ELLs' literacy skills are related and intertwined. After triangulation of the data from the observations, interviews and work samples, ten factors affecting second-language acquisition for ELLs participating in a dual-language program were discovered in this study. Nine appeared to contribute to successful literacy development and one factor appeared to contribute to failure in the acquisition of second-language literacy skills. Based upon the findings, it appears that participation in a dual-language program indeed contributes to literacy development in ELLs. Contributions to the field and recommendations for related future research are presented.
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Date Issued: 2007
Identifier: CFE0001522, ucf:47134
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001522

Title: AN EXAMINATION OF TECHNOLOGY AND ITS INFLUENCE ON READING IN STRUGGLING STUDENTS AND AN AUTOETHNOGRAPHY OF A PRESERVICE TEACHER.
Creator: Campanile, Megan, Wegmann, Susan, University of Central Florida
Abstract / Description: Educators have never had the possibility of incorporating technology into the classroom like they do today. Although technology can have its difficulties, it can truly help the development of reading for struggling students. Reading research is providing more and more clarity about how to use technology effectively within our school communities to support and enhance the academic performance of today's students (i.e. Gallagher, 2009; Isazadeh, 2004; Rice, 2011). A review of studies conducted...
Show moreEducators have never had the possibility of incorporating technology into the classroom like they do today. Although technology can have its difficulties, it can truly help the development of reading for struggling students. Reading research is providing more and more clarity about how to use technology effectively within our school communities to support and enhance the academic performance of today's students (i.e. Gallagher, 2009; Isazadeh, 2004; Rice, 2011). A review of studies conducted by the CEO Forum (2001)emphasizes: "technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives." This meaning that with the help of technology and all of the resources it provides, if used within the curriculum correctly teachers can reach their learning goals better. Technology can aid the growth of reading development in students with, or without, a learning disability. The beginning chapter will define students who are struggling readers and outline the effects technology will have on these students. Following, will be a present case study of a student who struggles with reading in order to frame the research in a contemporary setting. There will also be a personal experience with technology,focusing primarily on the IPAD, and a self-reflected journey within each chapter in a quest in becoming a technology savvy teacher. The next chapter will present the use IPADs within the classroom. It will then describe ways teachers can spark their students' interests in reading with alternative practices. With the help of a local, technology savvy teacher, there will be a real-life circumstances that have aided struggling readers at any specific grade level.
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Date Issued: 2012
Identifier: CFH0004280, ucf:44924
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004280

Title: The relationship between participation in tutoring and accountability outcomes in three urban middle schools.
Creator: Rajadhyax, Pamela, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Fritz, Ronald, University of Central Florida
Abstract / Description: This quantitative study was conducted to determine the relationship between participation in a school based tutoring and change in accountability measures on the Florida Standards Assessment (FSA) in Mathematics and English Language Arts (ELA) in the 2014-2015 and 2015-2016 school years. The research was designed to determine the impact of participation in tutoring for urban middle school students. All students who attended one of the three urban middle schools and participated in the...
Show moreThis quantitative study was conducted to determine the relationship between participation in a school based tutoring and change in accountability measures on the Florida Standards Assessment (FSA) in Mathematics and English Language Arts (ELA) in the 2014-2015 and 2015-2016 school years. The research was designed to determine the impact of participation in tutoring for urban middle school students. All students who attended one of the three urban middle schools and participated in the administration of FSA for mathematics or ELA in both the 2014-2015 and 2015-2016 school years were divided into two groups: students who participated in school based tutoring and students who did not participate in school based tutoring. The results from this study unveiled the relationship between participating in school based tutoring and change in accountability measures on state assessments. The relationship of participation in tutoring and change in accountability measures was identified for all students, English learners, and students with disabilities who participated in school based tutoring and those who did not participate in school based tutoring. Lastly, the difference in mean change of accountability measures and participation by delivery model of school based tutoring: computer-based tutoring, small group tutoring, and a mixed mode of computer-based and small group tutoring was assessed. Findings from Pearson Correlations, independent samples t-test, and one-way ANOVA did not indicate a statistical significance between change on accountability measures and participation in tutoring based on subgroups, delivery model, or grade level assessed. Though this study found no statistical significance, several of the mean changes on accountability measures based on subgroups, tutoring delivery models, or grade level was higher for students who participated in tutoring than for students who did not participate in tutoring. There is still much to be understood about the impacts of tutoring on student achievement.
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Date Issued: 2017
Identifier: CFE0006782, ucf:51823
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006782

Title: THE RELATIONSHIP BETWEEN THINKING MAPSÃ‚Â® AND FLORIDA COMPREHENSIVE ASSESSMENT TESTÃ‚Â® READING AND MATHEMATICS SCORES IN TWO URBAN MIDDLE SCHOOLS.
Creator: Diaz, Anna, Martin, Suzanne, University of Central Florida
Abstract / Description: The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking MapsÃ‚Â® and studentsÃ‚Â' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT). Thinking MapsÃ‚Â® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking MapsÃ&...
Show moreThe purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking MapsÃ‚Â® and studentsÃ‚Â' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT). Thinking MapsÃ‚Â® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking MapsÃ‚Â® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking MapsÃ‚Â® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking MapsÃ‚Â® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking MapsÃ‚Â® have higher academic achievement as measured by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT) than those that have not been instructed in the use of Thinking MapsÃ‚Â®? Results of this study indicated that students who have been instructed in the use of Thinking MapsÃ‚Â® do not have higher academic achievement as measured by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT) than those who have not been instructed in the use of Thinking MapsÃ‚Â®. The researcher concluded that other methods of evaluating the implementation of Thinking MapsÃ‚Â® and student achievement should be explored.
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Date Issued: 2010
Identifier: CFE0003319, ucf:48448
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003319

Title: A Comparison of Sixth Grade Student Achievement in Reading and Mathematics at School Transition Year.
Creator: Roseboom, Julie, Taylor, Rosemarye, Doherty, Walter, Bai, Haiyan, Beattie, Karen, University of Central Florida
Abstract / Description: This study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to...
Show moreThis study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to student achievement in sixth grade. This was a causal-comparative study using quantitative data to analyze student scores at the school level for reading and mathematics on the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 assessment to explore the difference in achievement for sixth grade students with no school transition compared to those who had school transitions during middle school. A multivariate analysis of covariance (MANCOVA) was used to examine if a difference existed in the dependent variables of sixth-grade reading and mathematics achievement as measured by school mean developmental scale scores and the school percentage of students making learning gains on the FCAT 2.0 between schools with sixth grade as the transition year and without sixth grade as the transition year. The analyses were controlled for the covariates of the school percentages of socio-economic status as determined by free and reduced lunch rate, English Learner status, and exceptional student education status. Findings signified that schools with no school transition between fifth and sixth grade in Florida public schools had higher sixth-grade mean scores in reading and mathematics as measured by school mean developmental scale scores and in reading as measured by the percentage of school learning gains. This study offers insight into what grade configuration is more likely to positively impact student achievement during the middle grades and supports students remaining in an elementary setting with fewer transitions during the middle grades to most benefit reading and mathematics achievement. Findings are useful to school boards, superintendents, and school district administrators interested in educational policy development and research on transition especially when restructuring school grade configurations and building new school sites.
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Date Issued: 2015
Identifier: CFE0006545, ucf:51347
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006545

reading (5)	+ -
education (2)	+ -
urban education (2)	+ -
ARI (1)	+ -
Advance Organizers (1)	+ -

Analytical Reading Inventory (1)	+ -
Ausubel (1)	+ -
BRI (1)	+ -
Basic Reading Inventory (1)	+ -
Bilingual (1)	+ -
Bilingual Education (1)	+ -
Classroom (1)	+ -
Concept Maps (1)	+ -
Developmental Scale Scores (1)	+ -
Dual-Language Programs (1)	+ -
ELA (1)	+ -
ESOL (1)	+ -
Education (1)	+ -
Educational Decision Making (1)	+ -
Educational Policy Development (1)	+ -
English Language Arts Education (1)	+ -
English Language Learner (1)	+ -
English Learner (1)	+ -
Exceptional Student Education (1)	+ -
FCAT (1)	+ -
FCAT Reading (1)	+ -
Florida (1)	+ -
Florida Comprehensive Assessment TestÃÂ®. FCAT (1)	+ -
Florida Education (1)	+ -
Grade Level Configuration (1)	+ -

ETD Collection (12)	+ -
Honors Collection (3)	+ -

University of Central Florida (15)	+ -
Taylor, Rosemarye (4)	+ -
Damico, Nicole (2)	+ -
Doherty, Walter (2)	+ -
Zygouris-Coe, Vassiliki (2)	+ -

Abarca, Diana L (1)	+ -
Bai, Haiyan (1)	+ -
Baldwin, Lee (1)	+ -
Beattie, Karen (1)	+ -
Bellomo, Tom (1)	+ -
Black, Diane (1)	+ -
Boote, David (1)	+ -
Bowman, Patricia (1)	+ -
Butler, Lorrie (1)	+ -
Campanile, Megan (1)	+ -
Clark, Margaret (1)	+ -
Cross, Lee (1)	+ -
Diaz, Anna (1)	+ -
Fritz, Ronald (1)	+ -
Hoffman, Bobby (1)	+ -
Hynes, Michael (1)	+ -
Kelley, Michelle (1)	+ -
Lue, Martha (1)	+ -
Marlow, Kimberly (1)	+ -
Martin, Suzanne (1)	+ -
McMillen, Margaret (1)	+ -
Miller, Tara (1)	+ -
Murray, Barbara (1)	+ -
Rajadhyax, Pamela (1)	+ -
Roberts, Sherron (1)	+ -

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