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The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading./
作者:	Young, Marthel I.
面頁冊數:	1 online resource (194 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Reading instruction. -
電子資源:	click for full text (PQDT)
ISBN:	9780355188646

The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading.
Young, Marthel I.

The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading. - 1 online resource (194 pages)

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

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

Includes bibliographical references

Students' inability to meet grade level standards in reading on state and national assessments continues to be a problem across the nation. This causal comparative cohort model sought to examine the effect of the Gradual Release of Responsibility Model (GRRM) on 4th grade reading achievement, gender, and socio-economic status, and to examine educators' perceptions about the effectiveness of the GRRM on reading. The sample population consisted of approximately 400 third and fourth grade students, 12 teachers, 6 coaches, and 7 administrators in five Title I schools in southeast Tennessee. Statistical significance was found between the control and treatment groups. Conclusions reflect that the GRRM was effective. Significant differences were not found according to gender nor socio-economic status.

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

Mode of access: World Wide Web

ISBN: 9780355188646Subjects--Topical Terms:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
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502 $a Thesis (Ed.D.)--Trevecca Nazarene University, 2017.
504 $a Includes bibliographical references
520 $a Students' inability to meet grade level standards in reading on state and national assessments continues to be a problem across the nation. This causal comparative cohort model sought to examine the effect of the Gradual Release of Responsibility Model (GRRM) on 4th grade reading achievement, gender, and socio-economic status, and to examine educators' perceptions about the effectiveness of the GRRM on reading. The sample population consisted of approximately 400 third and fourth grade students, 12 teachers, 6 coaches, and 7 administrators in five Title I schools in southeast Tennessee. Statistical significance was found between the control and treatment groups. Conclusions reflect that the GRRM was effective. Significant differences were not found according to gender nor socio-economic status.
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650 4 $a Elementary education. $3 1148439
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