This quantitative study investigated the effects of one school district’s use of the Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) program and professional development (PD) and coaching on ELL and non-ELL students’ literacy skills. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) data of two cohorts of students from 12 elementary schools in a large Southern California district were examined. The teachers of one cohort taught the SIPPS program and received PD and coaching for two school years, while the second cohort served as a waitlist control group and only participated in one year of SIPPS instruction, PD, and coaching. Results indicated that students who received two years of SIPPS instruction had higher reading fluency scores than students who received one year of SIPPS instruction. Despite convergent research on the contrary, no significant findings were found for the effects of PD and coaching on student achievement.
|Advisor:||Hagans, Kristi S.|
|Commitee:||Hansuvadha, Nat, Rowe, Kelly|
|School:||California State University, Long Beach|
|Department:||Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 58/01M(E), Masters Abstracts International|
|Subjects:||English as a Second Language, Elementary education, Educational psychology, Reading instruction|
|Keywords:||Early literacy, English language learners, Literacy programs, Open Court, SIPPS|
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