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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
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
FullText Text:
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PubType: Dissertation/ Thesis
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  Data: 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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  Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2008D.Ed. Dissertation, East Tennessee State University.
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  Data: 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
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  Data: Dissertations/Theses - Doctoral Dissertations
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Tennessee+Comprehensive+Assessment+Program%22">Tennessee Comprehensive Assessment Program</searchLink>
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  Data: 979-86-912037-8-7
– Name: Abstract
  Label: Abstract
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  Data: 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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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 102
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Acceleration (Education)
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Instructional Program Divisions
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Tennessee
        Type: general
      – SubjectFull: Tennessee Comprehensive Assessment Program
        Type: general
    Titles:
      – TitleFull: 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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            NameFull: Janie Brown
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              Y: 2008
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