國立虎尾科技大學 |

An Exploratory Study of Leadership, Literacy Assessments, and Acceleration for Closing the Reading Achievement Gap by Third Grade.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Exploratory Study of Leadership, Literacy Assessments, and Acceleration for Closing the Reading Achievement Gap by Third Grade./
作者:	Estes, Laura Frances.
面頁冊數:	1 online resource (183 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355973723

An Exploratory Study of Leadership, Literacy Assessments, and Acceleration for Closing the Reading Achievement Gap by Third Grade.
Estes, Laura Frances.

An Exploratory Study of Leadership, Literacy Assessments, and Acceleration for Closing the Reading Achievement Gap by Third Grade. - 1 online resource (183 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--The College of William and Mary, 2018.

Includes bibliographical references

The third grade year is a seminal moment for children moving into a fluent reader stage that continues to evolve well across their school career. Research indicates that not learning to read well by the third grade sets some children on a path of overall diminished school and life success, and thus, school leaders are faced with the challenge of altering the trajectory for students behind their peers in reading development. School leaders and teachers have a limited number of tools to assess literacy progress of beginning readers; therefore, it is important educators understand the connections between two of the most commonly used assessments. This exploratory study investigated the correlations between an Informal Reading Inventory (IRI), specifically, the Rigby, and the Virginia third grade Standards of Learning (SOL) assessment as well as a survey to capture principals' self-ratings around the use of IRI quantitative and qualitative information within a data-informed instructional decision-making model. Findings indicated a significant relationship between the Rigby IRI and the Virginia third grade reading SOL as well as a significant relationship between where students scored on the quarter 1 Rigby IRI and where they end on both the quarter 4 Rigby IRI and the SOL. Moreover, principals' perceptions of their leadership skills and processes indicated a stronger knowledge base and use of quantitative data from IRIs within a data monitoring system and a benchmarking process rather than the qualitative personalized instructional use of data from an IRI. If acceleration in reading progress is to be achieved in order to close reading gaps, IRI qualitative data needs to be utilized for a more dynamic instructional approach. Recommendations for practice and future studies are offered.

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

Mode of access: World Wide Web

ISBN: 9780355973723Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

An Exploratory Study of Leadership, Literacy Assessments, and Acceleration for Closing the Reading Achievement Gap by Third Grade.
LDR:03134ntm a2200349Ki 4500 001 919835
005 20181130083350.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355973723
035 $a (MiAaPQ)AAI10749250
035 $a (MiAaPQ)wmed:10082
035 $a AAI10749250
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Estes, Laura Frances. $3 1194488
245 1 3 $a An Exploratory Study of Leadership, Literacy Assessments, and Acceleration for Closing the Reading Achievement Gap by Third Grade.
264 0 $c 2018
300 $a 1 online resource (183 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: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Megan Tschannen-Moran.
502 $a Thesis (Ed.D.)--The College of William and Mary, 2018.
504 $a Includes bibliographical references
520 $a The third grade year is a seminal moment for children moving into a fluent reader stage that continues to evolve well across their school career. Research indicates that not learning to read well by the third grade sets some children on a path of overall diminished school and life success, and thus, school leaders are faced with the challenge of altering the trajectory for students behind their peers in reading development. School leaders and teachers have a limited number of tools to assess literacy progress of beginning readers; therefore, it is important educators understand the connections between two of the most commonly used assessments. This exploratory study investigated the correlations between an Informal Reading Inventory (IRI), specifically, the Rigby, and the Virginia third grade Standards of Learning (SOL) assessment as well as a survey to capture principals' self-ratings around the use of IRI quantitative and qualitative information within a data-informed instructional decision-making model. Findings indicated a significant relationship between the Rigby IRI and the Virginia third grade reading SOL as well as a significant relationship between where students scored on the quarter 1 Rigby IRI and where they end on both the quarter 4 Rigby IRI and the SOL. Moreover, principals' perceptions of their leadership skills and processes indicated a stronger knowledge base and use of quantitative data from IRIs within a data monitoring system and a benchmarking process rather than the qualitative personalized instructional use of data from an IRI. If acceleration in reading progress is to be achieved in order to close reading gaps, IRI qualitative data needs to be utilized for a more dynamic instructional approach. Recommendations for practice and future studies are offered.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Reading instruction. $3 1148440
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0535
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The College of William and Mary. $b Education. $3 1179972
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10749250 $z click for full text (PQDT)