The study used an embedded qualitative, historical, explanatory, case study design with a dominant quantitative, quasi-experimental pre-post, longitudinal, retrospective design. The purpose of the study was to determine the effectiveness of Ludus Reading—a new reading program—in terms of kindergarten students’ reading perceptions and performance between the control and experimental group addressing the problem of illiteracy and aliteracy. Study participants included 73 kindergarten students. The results of the study were statistically significant (alpha = .05). The null hypothesis H1 was rejected (F (1,70)=15.01, p <. 001). Consequently, the experimental group had higher means on KDRA2 (M=9.25, SD=5.11) than the control group (M=5.07, SD=4.25). The null hypothesis H2 was rejected (F (1,69)=6268.69, Wilks Lambda=0.68, p < .001). Therefore, the experimental group had higher means on KDIBELS NWF-CLS (M=53.31, SD=21.51) than the control group (M=32.20, SD=18.99). The sub-null hypotheses were retained, signifying that moderating factors, gender and speech language services, did not influence the students’ reading performance. Qualitative data from learning profiles were explored, and emerging themes indicated that the experimental group enjoyed reading more than the control group because students from the experimental group used more descriptive emotion words to describe reading, and expressed a higher intensity level of enjoyment.
|Advisor:||Preston, Sean M.|
|Commitee:||Miller, Leslie A., Nell, Marcia L.|
|School:||University of Phoenix|
|Department:||Educational Leadership, Curriculum and Instruction|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/05(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Elementary education, Literacy, Reading instruction|
|Keywords:||Common Core, Kindergarten, Ludus Reading, Play-based instruction, Technology-based instruction, VAKT strategies|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be