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The Impact of Fountas and Pinnell Classroom Shared Reading Collection on Student Reading Achievement : = A Quantitative Experimental Design Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Impact of Fountas and Pinnell Classroom Shared Reading Collection on Student Reading Achievement :/
Reminder of title:	A Quantitative Experimental Design Study.
Author:	Jacob, Jill.
Description:	1 online resource (130 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
Contained By:	Dissertations Abstracts International84-11B.
Subject:	Reading instruction. -
Online resource:	click for full text (PQDT)
ISBN:	9798379504311

The Impact of Fountas and Pinnell Classroom Shared Reading Collection on Student Reading Achievement : = A Quantitative Experimental Design Study.
Jacob, Jill.

The Impact of Fountas and Pinnell Classroom Shared Reading Collection on Student Reading Achievement :A Quantitative Experimental Design Study. - 1 online resource (130 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: B.

Thesis (Ed.D.)--Missouri Baptist University, 2023.

Includes bibliographical references

The quantitative study examined the impact of the Fountas and Pinnell Classroom (FPC) Shared Reading Collection. The problem this study addressed was the decline of reading scores in the identified rural Missouri school district. The purpose of this quantitative experimental design study was to determine if the district approved 1 year, 2020-21, implementation of the FPC Shared Reading Collection had a significant impact on students' reading achievement in grades kindergarten through third in phonemic awareness and overall reading achievement. This study used shelf data from the FastBridge aReading Assessment, FastBridge earlyReading Assessment, Heggerty Phonemic Awareness Assessment, and an electronic Likert scale survey. All pre- and post-test scores were analyzed using dependent one-tailed t-tests of significance. The major findings of this study indicated that students in grades first through third showed significant gains in overall reading ability during the 1 year implementation of the FPC Shared Reading Collection. Additionally, kindergarten students showed significant gains in overall reading achievement and phonemic awareness during the 1 year implementation of the FPC Shared Reading Collection. The electronic Likert survey indicated that kindergarten through third grade teachers felt that the implementation of the FPC Shared Reading Collection had a positive impact on students overall reading achievement.

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

Mode of access: World Wide Web

ISBN: 9798379504311Subjects--Topical Terms:

1148440
Reading instruction.
Subjects--Index Terms:

Fountas and Pinnell classroom Shared Reading CollectionIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Fountas and Pinnell Classroom Shared Reading Collection on Student Reading Achievement : = A Quantitative Experimental Design Study.
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504 $a Includes bibliographical references
520 $a The quantitative study examined the impact of the Fountas and Pinnell Classroom (FPC) Shared Reading Collection. The problem this study addressed was the decline of reading scores in the identified rural Missouri school district. The purpose of this quantitative experimental design study was to determine if the district approved 1 year, 2020-21, implementation of the FPC Shared Reading Collection had a significant impact on students' reading achievement in grades kindergarten through third in phonemic awareness and overall reading achievement. This study used shelf data from the FastBridge aReading Assessment, FastBridge earlyReading Assessment, Heggerty Phonemic Awareness Assessment, and an electronic Likert scale survey. All pre- and post-test scores were analyzed using dependent one-tailed t-tests of significance. The major findings of this study indicated that students in grades first through third showed significant gains in overall reading ability during the 1 year implementation of the FPC Shared Reading Collection. Additionally, kindergarten students showed significant gains in overall reading achievement and phonemic awareness during the 1 year implementation of the FPC Shared Reading Collection. The electronic Likert survey indicated that kindergarten through third grade teachers felt that the implementation of the FPC Shared Reading Collection had a positive impact on students overall reading achievement.
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