Dissertation/Thesis Abstract

An exploration of the impact of reading instructional group size with and without in -class support
by Clancy, Michele, Ph.D., Capella University, 2008, 105; 3331456
Abstract (Summary)

The purpose of this research study was to determine if there was a difference in standardized test scores of third and fourth grade special needs students as measured by New Jersey Assessment Skills and Knowledge (NJ ASK) when small group instruction was implemented with and without in-class-support. There were 64 special needs students who received resource room services with and without the intervention. Twenty students were placed in Group A with intervention and 44 students were placed in Group B without intervention. This study used a quantitative quasi-experimental design to determine the significance of differences in the posttests for Group A and Group B, and the pretest and posttest scores of fourth grade special needs students. The results indicated that there were no statistically significant differences in the special needs students' test scores who received resource room services with and without ICS. In the posttest for the reading domain, Group A's mean score was slightly higher than Group B. In the posttest for analyzing text, Group A's mean score was slightly higher than Group B. In analyzing text, both groups saw a slight improvement between the pretest and posttest scores. This provided some evidence that there was a difference between the groups. Since the results were unexpected and raised interesting questions, which did not support the literature review, it suggested the need for future research. The results of this study indicated that there were no statistically significant differences between the NJ ASK posttest scores for third and fourth grade special needs students but provided some slight evidence that there could be a difference. The results suggested future research to determine if there truly was a difference.

Indexing (document details)
Advisor: Hanfelt, Pam
Commitee: Dereshiwsky, Mary, Wilcox, Bonita
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 69/11, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Elementary education, Special education, Reading instruction
Keywords: Group size, In-class support services, Reading, Special needs students, Standardized test scores
Publication Number: 3331456
ISBN: 9780549895091
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