This program evaluation of The Instant Word Notebook was conducted by two educators who created an instructional tool to teach and assess the most frequently occurring words in written text, commonly known as Instant Words. In an effort to increase the reading scores of first and second grade students, teachers were instructed to teach Instant Words. It was observed that teachers exposed students to Instant Words, but had no systematic process to teach and assess Instant Words for mastery. The purpose of The Instant Word Notebook was to teach and assess mastery of Instant Words to first and second grade students. To determine its effectiveness, the collaborative team conducted a process and outcome evaluation of The Instant Word Notebook.
In this process evaluation, the process investigator examined the fidelity of implementation of The Instant Word Notebook to determine if its use increased student achievement in word recognition. Both the control group and treatment group were taught Instant Words. The treatment group was taught Instant Words using The Instant Word Notebook, while the control group was taught Instant Words using the teacher’s regular teaching strategies. Four of the nine Marzano et al.’s instructional strategies were selected and served as the conceptual framework of The Instant Word Notebook. The four most appropriate strategies selected for this study were (a) reinforcing effort and providing recognition, (b) [assigning] homework and practice, (c) [implementing] cooperative learning, and (d) setting objectives and providing feedback (Marzano et al., 2001). These instructional strategies were selected because they were observable, measurable, and aligned with the instructional focus of Instant Words.
A triangulation design consisting of two methodologies (classroom observation forms and teacher interviews) and one instrument (pre and post Instant Word recognition test) were used to measure fidelity of implementation. The Instant Word Notebook has great potential in closing the achievement gap for students as well as the providing teaching strategies to educators. The findings of this process evaluation provides encouraging results that The Instant Word Notebook can be a catalyst for increased word knowledge for students in the first and second grade.
|Commitee:||Cornell, Thomas, Ward, Sheila, Young, Savannah|
|School Location:||United States -- Missouri|
|Source:||DAI-A 71/12, Dissertation Abstracts International|
|Subjects:||Elementary education, Literacy, Reading instruction|
|Keywords:||Frequently occurring words, Instant Words|
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