This study was designed to assess the efficacy of Foundations & Frameworks (F&F), an instructional program emphasizing reading comprehension, on fourth and fifth grade students' reading achievement, as measured by the Stanford Achievement Test and the Gates-MacGinitie Reading Test. Seven urban Christian schools in Philadelphia, Pennsylvania, participated in the study. A causal-comparative analysis was conducted of reading comprehension and vocabulary achievement between F&F schools and comparison schools. A pre-experimental pretest and posttest analysis of achievement and a comparison of actual growth to expected growth were also conducted in F&F schools. No significant differences in achievement were found between F&F schools and comparison schools. However, pretest and posttest results in F&F schools yielded significant differences, with moderate effect sizes. Results were mixed in the comparisons of actual and expected growth, with no significant differences for fourth grade, but with highly significant differences for fifth grade.
|Advisor:||Black, Ellen L.|
|Department:||School of Education|
|School Location:||United States -- Virginia|
|Source:||DAI-A 69/02, Dissertation Abstracts International|
|Subjects:||Elementary education, Literacy, Reading instruction|
|Keywords:||Christian education, Christian schools, Elementary, Elementary students, Foundations & Frameworks, Philadelphia, Reading, Reading achievement, Urban education, Urban schools|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
supplemental files is subject to the ProQuest Terms and Conditions of use.