Impact of the "Success For All" program in the teaching of reading for third grade students in selected elementary schools in the Pasadena Independent School District /
The purpose of this study was to determine the impact of "Success for All'' on the reading ability of disadvantaged third grade students in comparison with a more traditional reading program. Secondarily, the study attempted to determine what implications the "Success for All...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1999.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=733515441&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to determine the impact of "Success for All'' on the reading ability of disadvantaged third grade students in comparison with a more traditional reading program. Secondarily, the study attempted to determine what implications the "Success for All'' program may have for future reading programs in the Pasadena Independent School District. Third grade students from Sparks Elementary and L.F. Smith Elementary participated in the study. Comparisons of students from Sparks Elementary, the "Success for All'' school, and L.F. Smith Elementary were made using student performance data from reading portions of the Texas Assessment of Academic Skills, lows Test of Basic Skills and the Woodcock Johnson-Revised. Major research findings of this study included: 1. There was no significant difference between the mean performance levels of students at Sparks Elementary or L.F. Smith Elementary on the English version of the Texas Assessment of Academic Skills or the Iowa Test of Basic Skills. Students from the traditional reading program, L.F. Smith Elementary, outperformed the Sparks Elementary students, when comparing mean scores on the Spanish version of the Texas Assessment of Academic Skills. 3. A positive mean difference existed when comparing the Sparks Elementary students to the L.F. Smith Students on certain tests of the Woodcock Johnson-Revised that emphasized phonics and pronunciation of words. 4. Positive mean differences were reflected in the analysis of L.F. Smith students when compared to Sparks Elementary students on certain tests of the Woodcock Johnson-Revised that measured symbolic learning, the ability to match a pictographic representation of a word with an actual picture of the object, and the ability to read a short passage and identify a missing word. Implications from the research include: The Pasadena Independent School District will continue to emphasize the meaningful and practical training for teachers of reading. All students will be enrolled in a reading program that meets their needs regardless of the language they may speak. Pasadena Independent School District will utilize effective assessments and evaluations of student reading so that students' progress can be accurately identified and closely monitored. 4. Based on the results of this study the findings by the researcher are inconclusive to recommend "Success for All'' for total implementation in the Pasadena Independent School District. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | x, 124 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 105-111). |