Browsing by Subject "First grade (Education) -- Research"
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ItemA Comparison of Readers’ Theatre and Repeated Reading on Reading Fluency of First Grade Students(2013-07) Morris, Kristine Barton; Masters of EducationThe purpose of this study was to examine the effects of readers’ theatre and repeated reading intervention groups on the reading fluency of first grade students. The participants of this study were enrolled in an Anne Arundel County school for the 2012-2013 school year. Half of the students received readers’ theatre instruction, while the other half received repeated reading instruction from a Treasures reading program. Each group participated in a twenty minute group instruction for three days a week beginning in January and ending in May. The measurement tool used was the Dynamic Indicators of Basic Early Literacy Skills (D.I.B.E.L.S). This study involved a posttest design to compare data from May 2013, after the interventions were completed. The hypothesis was supported for this study since there was no significant difference between the two reading fluency interventions. Research in the area of reading fluency interventions should continue to support the best methods for reading fluency instruction to help provide struggling elementary students with additional assistance and strategies to improve in the area of reading fluency. ItemEarly Reading Intervention Word Families as a Strategy to Improve Decoding(2013-07) Panitz, Jessica; Masters of EducationThe purpose of this study was to determine whether small group instruction on phonograms would positively affect the decoding skills of first graders who were identified as at-risk readers. The measurement tool was the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next Assessment. This study involved the use of a pretest/posttest design to compare student’s winter scores on the nonsense word fluency subtest (before the intervention was administered) to their spring scores (after the intervention was complete). The study showed numerical gains in the students’ pre and post-test scores compared to the control group that did not receive the intervention. There was no statistically significant difference between the performance of students who received word family instruction versus those students who received grade-level literacy instruction. Continued research in the effectiveness of phonograms to aid decoding is needed. ItemThe Effect of a Multisensory Approach on Increasing Sight Word Automaticity in First Grade Students(2015-07) Platt, StephanieThe purpose of this study was to determine if the use of a multisensory approach would impact the sight word automaticity of first grade students. The study consisted of a sample of three first grade students who received instruction of sight words through multisensory activities over a seven week time period. The measurement tool was the Dolch word list for the primer and first grade levels. This study involved the use of a pretest/posttest design to compare data before the intervention was administered and after the intervention was complete. The null hypothesis was supported because the students did not make statistically significant gains in sight word automaticity. Further research should continue in order to determine best practices for developing word automaticity and reading skills in primary students. ItemThe Effect of Focused Attention Span on Overall Academic Achievement(2014-12) Stasch, Kiley; Masters of EducationThis study focused on the effect of in-class exercise prior to a lesson on first graders’ attention span. The null hypothesis was that exercise would not significantly alter the student’s ability to maintain a longer attention span during the subsequent lesson. The subjects in this study were eight first grade students, six boys and two girls. Four of the boys were Caucasian; two were African American. One of the girls was Caucasian and the other was African American. Tallies were used to collect data through in-class observation of predetermined “off-task” behaviors, including calling out, getting out of their seat, talking to a neighbor, etc. Data was then compared between the lesson observed following a class-led exercise break and the lesson observed without exercise implemented at any point. The null hypothesis was rejected and the findings concluded that class-led exercise prior to a lesson did significantly reduce students’ observed “offtask” behaviors. ItemThe Effect of Metacognitive Training for Writing on Attention to Detail of First Graders(2014-05) Seibert, Kirsten; Masters of EducationThe purpose of this study was to examine the effectiveness of a metacognitive training method involving a writing checklist that was designed to help first graders become more attentive to detail in their writing assignments and focus more productively during their class work time. The intervention group (n = 20) and the control group (n = 13) came from a convenience sample. This study had a pretest/posttest design that used as its dependent variable a researcher-designed writing prompt and rubric that produced an Attention to Detail score. The pre-test was used to confirm that the two groups did not differ on Attention to Detail scores prior to the intervention. After the intervention group had explicit instruction and 15 days experience in using the checklist on daily writing assignments, the two groups were given the post- assessment. The mean Attention to Detail scores on the post-intervention writing test of the intervention group (Mean = 10.60, SD = 1.98) did not differ significantly from the mean Attention to Detail scores of the control group (Mean = 9.38, SD = 3.40) [t(31) = -1.30, p > .05). Implications, limitations, and ideas for future research are discussed. ItemThe Effect of Sight Word Instruction on the Reading Fluency of First Grade Students(2015-07) Scilipote, KristyThe purpose of this study was to investigate the effects of sight word vocabulary on fluency for first grade students. The participants in this study were enrolled in first grade at an elementary school in Baltimore County, Maryland in the 2014-2015 school year. All of the research subjects were divided into small groups. The treatment group received regular whole group instruction, read independent leveled texts 15 minutes per day as well as sight word instruction and repeated readings of texts. While both the control and treatment groups showed some improvement in their independent reading levels, the hypothesis that sight word instruction would improve reading fluency was not supported upon data analysis. Research in this area should continue to determine if increasing sight word instruction will improve oral reading fluency. ItemThe Effectiveness of Literature-Based Instruction as an Instructional Tool in Teaching Reading Comprehension to First Graders(2011-07) Wooster, Melissa; Masters of EducationThe purpose of this study was to examine the difference between literature-based instruction and traditional reading instruction in promoting reading comprehension among first graders. The measurement tool was DIBELS, Dynamic Indicators of Basic Early Literacy Skills. This study involved the use of a pretest/posttest design to compare data from January 2011 (before implementation of literature-based instruction) to May 2011 (after the posttest was given). Reading comprehension gains were not significant, though results could be attributable to a number of intervening factors. Further research should continue in the area of literature-based instruction given the more current research of best teaching practices and student needs. ItemThe Effects of Attendance on Oral Reading Fluency of First Grade Students(2011-05) Crovo, April; Masters of EducationThe purpose of this study was to examine the effect of attendance on oral reading fluency of first grade students as assessed on the Dynamic Indicators of Basic Early Learning Skills (DIBELS). A correlational study design was used. The participants of this study were enrolled in first grade at Nantucket Elementary School in Anne Arundel County for the 2010-2011 school year. Data regarding the students‟ scores on the DIBLES test and data regarding the students‟ absenteeism rates were collected and analyzed. The analysis showed no significant relationship between oral reading fluency rate as assessed on the DIBELS test and student attendance rates. Recommendations for future research include a replication of the study with a more diverse and larger student population as well as including student DIBELS scores on a continuum from the first administration in January through the last administration in the spring including student. ItemThe Effects of Break Time on Behavior on First Grade Students(2011-07) Riviere, Lindsay; Masters of EducationThe purpose of this study was to determine if there was an effect on first grade student behavior based on the amount of break time they were given throughout the day. Break time in these instances was considered to be recess or cultural arts time such as physical education or art. Data was collected over a three month time period to see if there was a correlation between student behavior and the amount of break time they were given throughout the day. The participants in this study were twenty first grade students who were in the same general education classroom. Analysis of the data suggested there was not a significant relationship between student behavior in first grade and the loss of break time during the school day. ItemThe Effects of Individual Behavior Charting on Reducing Hallway Talking Infractions among First Graders(2011-07) DeLuca, Keri Lyn Hughes; Masters of EducationThe study used a quasi experimental design to examine the effects of individual behavior charts, self-monitoring, and tangible rewards on the hallway behavior of a convenience sample of first grade students who served as their own controls (n = 26). Baseline data of number of talking infractions per student was recorded without student awareness over an eight day period. After baseline data was collected, students were instructed as to appropriate hallway behavior and given a behavior chart to record whether or not they committed talking infractions. Students received material reinforcements for accumulation of points earned for no talking infractions. The treatment lasted twenty four days. The mean number of talking infractions during the intervention period and weighted baseline period was compared by a non-independent samples ttest. The intervention was found to be successful. The children committed significantly less hallway talking infractions during the intervention period (Mean = 3.19, SD = 2.30) than during the (weighted) baseline period (Mean = 7.27. SD = 4.42) [t(25) = 4.64, p < .001]. Practical implications and ideas for future research are discussed. ItemRepetitive Reading and the Effects on Reading Fluency of First Graders(2011-07) Murray, Lauren; Masters of EducationThe purpose of this study was to determine whether the repetitive reading strategy would have positive effects on the reading fluency of first graders. The Dynamic Indicators of Basic Early Literacy Skills was used as a measurement tool. The study used a pretest and posttest design. First grade students were given the DIBELS assessment in January 2011 for the pretest, and the posttest was given in May 2011. Students did make gains in reading fluency, though there are other factors to be considered. Fluency research should continue to determine whether the repetitive reading strategy would work for all age groups.