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.
|Commitee:||Crawford, Shonna, Fulks, Jeff, Scott, Karen|
|Department:||Educational Leadership in Curriculum & Instruction|
|School Location:||United States -- Missouri|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Subjects:||Education, Elementary education, Reading instruction|
|Keywords:||Balanced literacy, Intervention, Literacy coaching, Professional development, Reading recovery, Teacher decision-making|
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