國立虎尾科技大學 |

Effects of Imagine Learning on Reading Achievement of Elementary English Language Learner Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effects of Imagine Learning on Reading Achievement of Elementary English Language Learner Students./
Author:	Darke, Mary Kathryn.
Description:	1 online resource (70 pages)
Notes:	Source: Masters Abstracts International, Volume: 85-01.
Contained By:	Masters Abstracts International85-01.
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379773441

Effects of Imagine Learning on Reading Achievement of Elementary English Language Learner Students.
Darke, Mary Kathryn.

Effects of Imagine Learning on Reading Achievement of Elementary English Language Learner Students. - 1 online resource (70 pages)

Source: Masters Abstracts International, Volume: 85-01.

Thesis (Ed.S.)--Austin Peay State University, 2023.

Includes bibliographical references

This study explored if the Imagine Learning (IL) curriculum was a predictor in reading achievement of eleven English Language Learners (ELL) in Grades 3-5 at one elementary school in North Middle Tennessee. The ELL population continues to fall behind their native-speaking peers in reading, indicating there may be alternative and more effective strategies to help close this achievement gap. When educators encounter ELL students in the classroom, they should be prepared to implement the most productive and helpful strategies to help improve reading progress. The purpose of this study was to investigate if IL was successful in increasing reading achievement and to help educators understand how to better serve this population in the classroom. It explored the relationship between the IL curriculum and students' reading achievement and the relationship between gender and reading achievement. This quantitative study was conducted at a small elementary school where the IL curriculum had just been implemented. The data showed a statistically significant relationship between the change in IL benchmark scores and change in reading achievement as well as between gender and change in reading achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379773441Subjects--Topical Terms:

1148439
Elementary education.
Subjects--Index Terms:

Academic languageIndex Terms--Genre/Form:

554714
Electronic books.

Effects of Imagine Learning on Reading Achievement of Elementary English Language Learner Students.
LDR:02600ntm a22003977 4500 001 1145671
005 20240711091746.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379773441
035 $a (MiAaPQ)AAI30423035
035 $a AAI30423035
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Darke, Mary Kathryn. $3 1470863
245 1 0 $a Effects of Imagine Learning on Reading Achievement of Elementary English Language Learner Students.
264 0 $c 2023
300 $a 1 online resource (70 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 85-01.
500 $a Advisor: Bruster, Benita.
502 $a Thesis (Ed.S.)--Austin Peay State University, 2023.
504 $a Includes bibliographical references
520 $a This study explored if the Imagine Learning (IL) curriculum was a predictor in reading achievement of eleven English Language Learners (ELL) in Grades 3-5 at one elementary school in North Middle Tennessee. The ELL population continues to fall behind their native-speaking peers in reading, indicating there may be alternative and more effective strategies to help close this achievement gap. When educators encounter ELL students in the classroom, they should be prepared to implement the most productive and helpful strategies to help improve reading progress. The purpose of this study was to investigate if IL was successful in increasing reading achievement and to help educators understand how to better serve this population in the classroom. It explored the relationship between the IL curriculum and students' reading achievement and the relationship between gender and reading achievement. This quantitative study was conducted at a small elementary school where the IL curriculum had just been implemented. The data showed a statistically significant relationship between the change in IL benchmark scores and change in reading achievement as well as between gender and change in reading achievement.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Elementary education. $3 1148439
650 4 $a English as a second language. $3 1148422
650 4 $a Education. $3 555912
653 $a Academic language
653 $a Educational software
653 $a English language learner
653 $a ELL population
653 $a Imagine learning
655 7 $a Electronic books. $2 local $3 554714
690 $a 0524
690 $a 0515
690 $a 0441
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Austin Peay State University. $b Education. $3 1467666
773 0 $t Masters Abstracts International $g 85-01.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30423035 $z click for full text (PQDT)