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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Relationships among Utilization of an Online Differentiated Reading Program, ELL Student Literacy Outcomes, and Teacher Attitudes./
作者:	Meredith, David C.
面頁冊數:	1 online resource (132 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
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. - 1 online resource (132 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355188387Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Relationships among Utilization of an Online Differentiated Reading Program, ELL Student Literacy Outcomes, and Teacher Attitudes.
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504 $a Includes bibliographical references
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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