This study investigated the efficacy of the Read 180 program and its impact on upper secondary ELL students participating in the Read 180 program. The targeted population consisted of four 11th and 12 th grade ELL READ 180 students attending a rural school with a school population of 884 students. To assess the effects of the Read 180 program, data was collected in regards to student reading, writing, speaking, and listening abilities from the beginning and the end of the 2017–2018 academic school year. Although this study was limited in duration and scope, it clearly shows that the Read 180 program had limited success in regards to student achievement in the areas of reading and writing. In addition, the data shows little to no progress for the target students in regards to listening and speaking. In addition, the study revealed that the students’ lack of a positive attitude in regards to the Read 180 program may have hindered student progress. Based on these findings, some pedagogical and teacher training recommendations are discussed, and a suggestion is included for future research.
|Commitee:||Hintz, Kathryn, Pijning, Ernst|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 58/03M(E), Masters Abstracts International|
|Subjects:||English as a Second Language, Educational evaluation, Education|
|Keywords:||Balanced literacy, English language learners, Literacy, Read 180|
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