The purpose of this dissertation study was to examine the use of supplemental reading programs within the core reading program at a predominantly Latino middle school in a rural setting. The central question for this study was: What is the role of supplemental reading programs at a predominantly Latino rural middle school? The 5 subcentral questions for this study were: (a) What is the role of the core reading program being used by teachers in the study?; (b) What is the role of Accelerated Reader in the core reading program?; (c) What is the role of 100 Book Challenge in the core reading program?; (d) In what way has Accelerated Reader affected the AYP subgroups identified in the study?; and (e) In what way has 100 Book Challenge affected the AYP subgroups identified in the study? A mixed-method approach was used to examine the core reading program and 2 supplemental reading programs: Accelerated Reader and 100 Book Challenge.
The findings at Texas Middle School have shown that even though there was a core reading program and 2 supplemental reading programs in use, there was not a definite delineation when utilizing them. More teachers gave a variety of answers for the core reading program, than ones who gave the one correct answer, which was Prentice Hall. Therefore, more teachers see a variety of programs are used in the core reading program. Teachers stated that the process of 100 Book Challenge supplemental reading was part of their core reading program, and that Accelerated Reader was part of their supplemental reading program. 100 Book Challenge was more effective for English Language Learners, Low Socioeconomic students, and Latino students.
|Advisor:||Garcia Ramos, Reyna|
|Commitee:||Dollins, Cynthia, Gomez, Leonides, Polin, Linda|
|School Location:||United States -- California|
|Source:||DAI-A 76/10(E), Dissertation Abstracts International|
|Keywords:||100 book challenge, Accelerated reader, Adequate yearly progress, American reading company, Renaissance learning, Supplemental reading program|
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