Dissertation/Thesis Abstract

The Effects of SIPPS Instruction and Teacher Professional Development and Coaching on the Reading of English Learners
by Wirga, Marta, Ed.Sp., California State University, Long Beach, 2019, 90; 13815199
Abstract (Summary)

This study examined the use of SIPPS instruction for first, second, and third graders over three years in schools with high populations of English Learners and Latino students. Amount of professional development was also examined. Standardized reading achievement scores were used as dependent variables. Repeated measures ANCOVAs, one-way ANCOVAs, and one-way ANOVAs were used in data analysis. Results indicate that the group that received three years of SIPPS instructed performed better on Oral Reading Fluency than students receiving two years or no SIPPS instruction or comparison schools when controlling for literacy skills. Comparison schools had significantly higher Measures of Academic Progress scores in second grade, whereas third-grade scores were significantly lower for the group receiving two years rather than three years or no SIPPS instruction. Additionally, there was no difference in third-grade ORF scores in schools with low, medium, or high levels of professional development.

Indexing (document details)
Advisor: Hagans, Kristi
Commitee: Powers, Kristin, Knight-Teague, Kerri
School: California State University, Long Beach
Department: Advanced Studies in Education and Counseling
School Location: United States -- California
Source: MAI 81/1(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Teacher education, Elementary education
Keywords: SIPPS instruction, Oral Reading Fluency, Professional development
Publication Number: 13815199
ISBN: 9781085564618
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