A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used 'Accelerated Reader' and Students Who Used Sustained Silent Reading
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| Title: | A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used 'Accelerated Reader' and Students Who Used Sustained Silent Reading |
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| Language: | English |
| Authors: | Janie Brown |
| Source: | ProQuest LLC. 2008D.Ed. Dissertation, East Tennessee State University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 102 |
| Publication Date: | 2008 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades Grade 7 Grade 8 |
| Descriptors: | Middle School Students, Grade 6, Reading Achievement, Acceleration (Education), Reading Programs, Gender Differences, Socioeconomic Status, Instructional Program Divisions, Grade 7, Grade 8, Achievement Tests |
| Geographic Terms: | Tennessee |
| Assessment and Survey Identifiers: | Tennessee Comprehensive Assessment Program |
| ISBN: | 979-86-912037-8-7 |
| Abstract: | The purpose of this study was to determine if a difference existed between TCAP scores of students who used the "Accelerated Reader" (AR) program and students who used Sustained Silent Reading strategy (SSR) as measured by the Tennessee Comprehensive Assessment Program (TCAP). The variables of grade level (6th, 7th, and 8th), gender, and socioeconomic status (free- or reduced- price meals program) were considered. The population consisted of 108 6th graders who attended a Cocke County school or a McMinn County school in Tennessee. Data were obtained from the TCAP for 3 consecutive years beginning in 2004-2005 for students who completed the tests all 3 years. A t test for independent samples and analysis of variance (ANOVA) were used to determine if there was a difference on associations and interactions between variables. The researcher's investigation of the reading achievement of students who used "Accelerated Reader" and those who used Sustained Silent Reading should assist educators in planning for supplemental reading instruction. The information gathered from this research might be beneficial to other school systems when determining which method of reading instruction to use to increase students' reading achievement. The findings indicated the students who used the "Accelerated Reader" program had an increase in reading-language arts scale scores for 3 consecutive years. The findings of this study also revealed that gender had no significance on student achievement for 6th graders. The findings did indicate a significant interaction between gender and type of program used during 7th and 8th grades. Females who used the "Accelerated Reader" program outscored males who used the program. The findings of this study also determined that socioeconomic status had no association with TCAP scores during the 6th, 7th, or 8th grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28270269 |
| Accession Number: | ED651140 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to determine if a difference existed between TCAP scores of students who used the "Accelerated Reader" (AR) program and students who used Sustained Silent Reading strategy (SSR) as measured by the Tennessee Comprehensive Assessment Program (TCAP). The variables of grade level (6th, 7th, and 8th), gender, and socioeconomic status (free- or reduced- price meals program) were considered. The population consisted of 108 6th graders who attended a Cocke County school or a McMinn County school in Tennessee. Data were obtained from the TCAP for 3 consecutive years beginning in 2004-2005 for students who completed the tests all 3 years. A t test for independent samples and analysis of variance (ANOVA) were used to determine if there was a difference on associations and interactions between variables. The researcher's investigation of the reading achievement of students who used "Accelerated Reader" and those who used Sustained Silent Reading should assist educators in planning for supplemental reading instruction. The information gathered from this research might be beneficial to other school systems when determining which method of reading instruction to use to increase students' reading achievement. The findings indicated the students who used the "Accelerated Reader" program had an increase in reading-language arts scale scores for 3 consecutive years. The findings of this study also revealed that gender had no significance on student achievement for 6th graders. The findings did indicate a significant interaction between gender and type of program used during 7th and 8th grades. Females who used the "Accelerated Reader" program outscored males who used the program. The findings of this study also determined that socioeconomic status had no association with TCAP scores during the 6th, 7th, or 8th grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-86-912037-8-7 |
