Dissertation/Thesis Abstract

Impact of Missouri reading initiative on student achievement, teacher attitudes, and perceptions
by Kimsey, Katherine R., Ed.D., Lindenwood University, 2009, 116; 3389395
Abstract (Summary)

Reading and critical thinking skills are sources of concern when analyzing student achievement relative to No Child Left Behind (NCLB). In Fort Zumwalt, middle school Missouri Assessment Program (MAP) test scores in communication arts have not consistently met NCLB requirements. To address this concern, Fort Zumwalt implemented Missouri Reading Initiative (MRI) as a pilot at North Middle School during the 2007-08 school year. Collaborative researchers collected data derived from student test scores on the 2006-07 and 2007-08 communication arts MAP to assess MRI effectiveness.

Quantitatively, this study examined the relationship between implementation of MRI and student achievement on the communication arts MAP test. Adequate Yearly Progress (AYP) data were examined, and student performance on process skills was reviewed. Qualitatively, this study examined the impact of teacher perceptions of MRI on student achievement. To gather teacher perceptions, the MRI End-of-the-Year Questionnaire was given to 18 reading and communication arts teachers who were involved in MRI implementation. Frequency of teacher ratings were tallied and analyzed in the areas of (a) delivery and format, (b) process, (c) student achievement, (d) overall program rating.

Using a z test for proportions, AYP analysis concluded that statistically significant results were rarely achieved. Analysis of process skill performance showed gains in the majority of skills tested, and nearly 50% of skills tested showed statistically significant gains. When reviewing teacher perspectives, the results indicated that 83% of the teachers believed MRI definitely changed or reinforced their teaching. When reflecting on the effectiveness of MRI as a whole, 39% of the teachers felt it was “excellent.” No teacher felt that the program was “poor.”

The researchers recommend these changes for future practice: (a) teacher involvement early in the MRI implementation; (b) instead of the MAP, the Developmental Reading Assessment (DRA) should be utilized to more accurately measure student achievement in the area of reading; (c) teacher accountability for effectively implementing MRI strategies during classroom instruction; and (d) identification of the teachers by grade level on the End-of-the-Year Questionnaire in order to make a connection between teacher attitudes and perceptions and impact on student achievement.

Indexing (document details)
Advisor: Vazis, Dean
Commitee: Ayres, Deb, Oldani, John
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 71/01, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational tests & measurements, School administration, Literacy, Reading instruction
Keywords: Missouri, Missouri Assessment Program, Missouri Reading Initiative, No Child Left Behind, Student achievement, Teacher attitudes
Publication Number: 3389395
ISBN: 978-1-109-55916-3
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