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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading./
Author:	Young, Marthel I.
Description:	1 online resource (194 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Reading instruction. -
Online resource:	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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245 1 4 $a The Effects of Teaching Reading Using the Gradual Release of Responsibility Model and 4th Grade Reading.
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300 $a 1 online resource (194 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Advisers: Alice E. Patterson; Brad Windley.
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Reading instruction. $3 1148440
650 4 $a Language arts. $3 556677
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0535
690 $a 0279
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Trevecca Nazarene University. $b Doctoral Studies. $3 1148550
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10617201 $z click for full text (PQDT)