國立虎尾科技大學 |

Investigating the Role of Reading Level on Standards-Based Reading Assessment Performance.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Investigating the Role of Reading Level on Standards-Based Reading Assessment Performance./
作者:	Suermann, Samantha.
面頁冊數:	1 online resource (147 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798357538888

Investigating the Role of Reading Level on Standards-Based Reading Assessment Performance.
Suermann, Samantha.

Investigating the Role of Reading Level on Standards-Based Reading Assessment Performance. - 1 online resource (147 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2022.

Includes bibliographical references

The importance of accurate reading assessment data cannot be overstated. Data is used to make decisions that directly impact student learning. The problem this study addressed was that 66% of fourth-grade students in Missouri were scoring below grade level on reading achievement assessments (NAEP, 2019). However, most high-stakes reading assessments require students to read grade-level passages. When students struggle with reading, standardized tests may not provide accurate information on student's mastery of reading skills because the student could have had difficulty understanding the reading passage. The purpose of this study was to determine if a student's independent reading level significantly affects their ability to show their proficiency on reading assessments. This study was implemented in a rural Missouri school district and included fifth-grade student participants. The researcher utilized the simple view of reading theory as the theoretical framework for this study. The results of this study showed that there was a statistically significant increase (p = 0.014) in student achievement when the teacher read the grade-level reading passage aloud to students on the Newsela Standards-Based Reading Assessment. The results also showed a statistically significant increase (p = 0.040) in student achievement when students received an appropriately leveled reading passage on the Newsela Standards-Based Reading Assessment. Finally, the results of this study showed a moderately strong positive correlation (r = 0.660) between students' reading levels and their proficiency score on the English Language Arts MAP test. The researcher concluded that students' reading levels can affect their ability to show their proficiency at grade-level standards on standards-based reading assessments, thus affecting the accuracy of reading assessment data. Therefore, the researcher suggests that teachers should read grade-level reading passages aloud to students on reading assessments when gathering data solely on grade-level reading standards.

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

Mode of access: World Wide Web

ISBN: 9798357538888Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Reading achievementIndex Terms--Genre/Form:

554714
Electronic books.

Investigating the Role of Reading Level on Standards-Based Reading Assessment Performance.
LDR:03449ntm a22003857 4500 001 1145632
005 20240711091735.5
006 m o d
007 cr bn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798357538888
035 $a (MiAaPQ)AAI29993428
035 $a AAI29993428
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Suermann, Samantha. $3 1470813
245 1 0 $a Investigating the Role of Reading Level on Standards-Based Reading Assessment Performance.
264 0 $c 2022
300 $a 1 online resource (147 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: 84-05, Section: A.
500 $a Advisor: Fredericksen, Phyllis.
502 $a Thesis (Ed.D.)--Missouri Baptist University, 2022.
504 $a Includes bibliographical references
520 $a The importance of accurate reading assessment data cannot be overstated. Data is used to make decisions that directly impact student learning. The problem this study addressed was that 66% of fourth-grade students in Missouri were scoring below grade level on reading achievement assessments (NAEP, 2019). However, most high-stakes reading assessments require students to read grade-level passages. When students struggle with reading, standardized tests may not provide accurate information on student's mastery of reading skills because the student could have had difficulty understanding the reading passage. The purpose of this study was to determine if a student's independent reading level significantly affects their ability to show their proficiency on reading assessments. This study was implemented in a rural Missouri school district and included fifth-grade student participants. The researcher utilized the simple view of reading theory as the theoretical framework for this study. The results of this study showed that there was a statistically significant increase (p = 0.014) in student achievement when the teacher read the grade-level reading passage aloud to students on the Newsela Standards-Based Reading Assessment. The results also showed a statistically significant increase (p = 0.040) in student achievement when students received an appropriately leveled reading passage on the Newsela Standards-Based Reading Assessment. Finally, the results of this study showed a moderately strong positive correlation (r = 0.660) between students' reading levels and their proficiency score on the English Language Arts MAP test. The researcher concluded that students' reading levels can affect their ability to show their proficiency at grade-level standards on standards-based reading assessments, thus affecting the accuracy of reading assessment data. Therefore, the researcher suggests that teachers should read grade-level reading passages aloud to students on reading assessments when gathering data solely on grade-level reading standards.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Reading instruction. $3 1148440
650 4 $a Educational tests & measurements. $3 1180442
653 $a Reading achievement
653 $a Standard based reading assessment
653 $a Reading level
653 $a Reading performance
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0535
690 $a 0288
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Missouri Baptist University. $b Education Division. $3 1186231
773 0 $t Dissertations Abstracts International $g 84-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29993428 $z click for full text (PQDT)