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Relationships among Utilization of a...

Trevecca Nazarene University.

Relationships among Utilization of an Online Differentiated Reading Program, ELL Student Literacy Outcomes, and Teacher Attitudes.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Relationships among Utilization of an Online Differentiated Reading Program, ELL Student Literacy Outcomes, and Teacher Attitudes./
Author:	Meredith, David C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	132 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10288260
ISBN:	9780355188387

Relationships among Utilization of an Online Differentiated Reading Program, ELL Student Literacy Outcomes, and Teacher Attitudes.
Meredith, David C.

Relationships among Utilization of an Online Differentiated Reading Program, ELL Student Literacy Outcomes, and Teacher Attitudes. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 132 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--Trevecca Nazarene University, 2017.

This study investigated whether use of the Achieve 3000 differentiated reading internet program correlated with increased incidence of ELL students achieving proficiency and/or with improvement in reading and literacy scores. It also examined attitudes among district ELL teachers. Results supported DI and CALL methods as instructional approaches. Achieve 3000 was most strongly related to improved literacy among students who completed 80 activities or more. Number of activities scoring at least 75% was the strongest predictor of improvement. Lexile score was related, but Lexile growth was not. When not used according to company recommendations, correlations were much weaker. Only 4.2% of district ELL students followed those recommendations. Relationships did not hold true for the lowest, beginning English proficiency students.

ISBN: 9780355188387Subjects--Topical Terms:

1148422
English as a second language.

Relationships among Utilization of an Online Differentiated Reading Program, ELL Student Literacy Outcomes, and Teacher Attitudes.
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245 1 0 $a Relationships among Utilization of an Online Differentiated Reading Program, ELL Student Literacy Outcomes, and Teacher Attitudes.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
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520 $a This study investigated whether use of the Achieve 3000 differentiated reading internet program correlated with increased incidence of ELL students achieving proficiency and/or with improvement in reading and literacy scores. It also examined attitudes among district ELL teachers. Results supported DI and CALL methods as instructional approaches. Achieve 3000 was most strongly related to improved literacy among students who completed 80 activities or more. Number of activities scoring at least 75% was the strongest predictor of improvement. Lexile score was related, but Lexile growth was not. When not used according to company recommendations, correlations were much weaker. Only 4.2% of district ELL students followed those recommendations. Relationships did not hold true for the lowest, beginning English proficiency students.
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