Dissertation/Thesis Abstract

An Analysis of Literacy Approaches in Missouri School Districts and Their Impact on Third Grade English Language Arts MAP Scores
by Hood, Karen L., Ed.D., Evangel University, 2018, 154; 10811049
Abstract (Summary)

This quantitative causal-comparative ex post facto research study aimed to investigate if a particular literacy approach impacted third grade English Language Arts (ELA) Missouri Assessment Program (MAP) scores in Missouri school districts. Specifically, the approaches examined included: A balanced literacy instructional framework with teacher instructional decision-making based on student needs; a balanced literacy instructional framework with district prescribed or scripted curriculum; and/or a curriculum-centered instructional framework with use of a published text (e.g. basal reading program). Additionally, the study analyzed the impact of intervention approaches (such as Reading Recovery and expert tutoring) and embedded professional development (such as literacy coaching and Professional Learning Communities) on third grade ELA MAP scores.

Survey responses from 61 districts were analyzed using district 2016–2017 ELA MAP scores. The findings showed a significant difference between MAP scores of districts using some type of balanced literacy approach to teach literacy and those relying on a scripted (e.g. basal reading program) approach. Therefore, the data indicates that balanced literacy approaches may be more effective for achieving higher ELA MAP scores than the basal approach.

Indexing (document details)
Advisor: Crawford, Shonna
Commitee: Crawford, Shonna, Fulks, Jeff, Scott, Karen
School: Evangel University
Department: Educational Leadership in Curriculum & Instruction
School Location: United States -- Missouri
Source: DAI-A 79/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education, Elementary education, Reading instruction
Keywords: Balanced literacy, Intervention, Literacy coaching, Professional development, Reading recovery, Teacher decision-making
Publication Number: 10811049
ISBN: 9780355945218
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