國立虎尾科技大學 |

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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Impact of Fountas and Pinnell Classroom Shared Reading Collection on Student Reading Achievement :/
其他題名:	A Quantitative Experimental Design Study.
作者:	Jacob, Jill.
面頁冊數:	1 online resource (130 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
Contained By:	Dissertations Abstracts International84-11B.
標題:	Developmental psychology. -
電子資源:	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:

557458
Developmental psychology.
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.
LDR:02924ntm a22003977 4500 001 1143117
005 20240513060801.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379504311
035 $a (MiAaPQ)AAI30489538
035 $a AAI30489538
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Jacob, Jill. $3 1467708
245 1 4 $a The Impact of Fountas and Pinnell Classroom Shared Reading Collection on Student Reading Achievement : $b A Quantitative Experimental Design Study.
264 0 $c 2023
300 $a 1 online resource (130 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: Dissertations Abstracts International, Volume: 84-11, Section: B.
500 $a Advisor: Brown, Jane.
502 $a Thesis (Ed.D.)--Missouri Baptist University, 2023.
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Developmental psychology. $3 557458
650 4 $a Elementary education. $3 1148439
650 4 $a Reading instruction. $3 1148440
653 $a Fountas and Pinnell classroom Shared Reading Collection
653 $a Phonemic awareness
653 $a Reading achievement
653 $a Shared reading
653 $a Reading scores
655 7 $a Electronic books. $2 local $3 554714
690 $a 0535
690 $a 0524
690 $a 0620
710 2 $a Missouri Baptist University. $b Education Division. $3 1186231
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 84-11B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30489538 $z click for full text (PQDT)