An evaluation of a first grade Spanish early literacy intervention /
Purpose. The intent of this inquiry was to determine the extent to which a highly focused Spanish early literacy intervention increased pre-reading skills for 13 culturally and linguistically diverse bilingual first grade students who were identified in their school as most at risk for reading diff...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2002.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=764778081&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Purpose. The intent of this inquiry was to determine the extent to which a highly focused Spanish early literacy intervention increased pre-reading skills for 13 culturally and linguistically diverse bilingual first grade students who were identified in their school as most at risk for reading difficulties. Two research questions were used to structure the empirical efforts of this inquiry: (a) How effective was the intervention for improving student reading scores in each of the 17 instructional reading components addressed in the intervention? and (b) How effective was the intervention for each of the 13 first grade bilingual students designated as the at risk population? Design. A single-group pretest-posttest design was used to generate the empirical evidence needed to answer these two research questions. The independent variable was the set of 17 unique reading intervention strategies that were developed for each of the 17 components measured in the first grade version of the Tejas LEE (TL), the common measure used in the pretest and the posttest. Question One Findings. Using specified decision rules for interpreting the pretest and posttest TL results, the Spanish early literacy intervention was determined to be effective for 15 of the 17 TL literacy components addressed in the intervention. Question Two Findings. This Spanish early literacy intervention was determined to be "Highly Effective" or "Effective" for ten first grade students and "Partially Effective" for the remaining three first grade students. Recommendations. Three recommendations were advanced for continuing the research agenda initiated in this inquiry. The first two recommendations focused on future research aimed at improving the TL. The first research recommendation called for developing a parallel form of the TL to eliminate the problem of test wiseness. The second research recommendation suggested a need to reexamine the validity of the Fluency and Reading Accuracy TL measures. The final recommendation proposes what practitioners should do to replicate this study for the same intervention population. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xiii, 166 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 138-151). |