Browsing by Subject "Reading"

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Arts for Academic Achievement Developing Readers Project
(Center for Applied Research and Educational Improvement, 2010-11) Dretzke, Beverly; Meath, Judy
The Developing Readers Project is part of the Arts for Academic Achievement (AAA) program that has been implemented since 1997 in Minneapolis Public Schools (MPS). The mission of AAA is to increase student academic achievement and improve teacher practice by making arts-based and arts-integrated learning essential to classroom instruction through collaborations with artists and arts organizations. The primary goal of the project is to increase the reading achievement of students in the middle grades, with a concentration on working with students in grade 6. The students targeted for inclusion are struggling readers enrolled in schools that have a significantly large proportion of students in poverty as defined by their eligibility for free or reduced price lunch. MPS has contracted with the Center for Applied Research and Educational Improvement (CAREI) to evaluate its implementation of the Developing Readers Project. This document is the year 2 evaluation report that addresses project implementation during the 2009‐10 academic year. The report includes descriptions of the participants and project activities and the results of student surveys, classroom video documentation, and teacher interviews. Also included are the results of analyses of attendance rates during the 2009‐10 school year and standardized reading test performance in spring 2009 compared to spring 2010.
Beyond eye charts, the daily challenges for people with impaired vision
(2023-05) Wu, Yueh-Hsun
Visual impairment, which affected an estimated 596.5 million people globally in 2020, can lead to numerous challenges in daily life. However, those challenges can’t always be captured by standard clinical vision tests, such as visual acuity tests, contrast sensitivity tests, or visual field tests. This dissertation focuses on understanding real-life challenges encountered by people with visual impairment. Chapter 1 provides an overview of the dissertation. Chapter 2 examines the relationship between visual acuity measurements and people’s daily viewing experience. The results demonstrate that visual acuity, as measured on letter charts, can be estimated by people’s responses to a set of Yes/No questions asking what they can or cannot see in real-life viewing scenarios. Chapter 3 describes an online survey focusing on the reading behavior of individuals with low vision in the digital era. The results show that reading with vision was still the primary way to read, although audio or tactile methods can be used to access digital materials. Digital reading was also found to be used more than hardcopy reading. Chapter 4 reports on a longitudinal study that examined the impact of the first year of the pandemic on social isolation in older people with vision or hearing loss. The findings demonstrated that older people with visual impairment were more likely to experience social isolation and loneliness during the early pandemic in 2020. The studies presented in the thesis provide three perspectives on understanding the daily challenges encountered by people with visual impairment. These findings can be directly applied to better rehabilitation programs for improving the quality of life in people with visual impairment.
A case study of a first-grade teacher team collaboratively planning literacy instruction for English learners
(2013-06) Frederick, Amy Rae
Teachers, researchers and policy-makers in the areas of literacy and language development have recently touted teacher collaboration as an innovative approach to better serving elementary English learners. Collaborative planning and instructional approaches are becoming widespread in educational practice. And though research seems promising in terms of benefits for teachers and students, there is scant information about the collaborative meaning-making practices of teacher teams and the instructional decisions that result. In the current study I explore the practices and perceptions of one first-grade team as they collaborate to plan instruction for their English-learning students. My study is situated within a sociocultural framework (Vygotsky, 1978; Johnson, 2009) and uses case study methodology to provide an in-depth exploration of the actions and perceptions of teachers within a unique context (Merriam, 2009). I highlight three major findings: the team's planning practices were significantly influenced by multi-layered policies in both supportive and restrictive ways; the team's collaborative planning promoted practices that may improve the teachers' understandings of English learners and support improved classroom practice; and the participants, though dissatisfied with aspects of their collaborative practices, felt that overall they were better teachers because of them. Findings from this project add to the fields of professional development and literacy instruction for English learners by identifying the influences and tensions embedded in the teachers' work and exposing the everyday negotiations of complicated issues that teachers undertake.
A comparison of academically-successful struggling adult readers' and academically-successful non-struggling adult readers' fluency skills: Implications for college reading instruction
(2008-09) Willcutt, Jennifer Ruth
Students who are struggling readers manage to succeed in college despite their difficulties. How do they manage to overcome their reading difficulties? This study addressed this research question both quantitatively and qualitatively. The quantitative analysis of reading skill was necessary to measure and compare the fluency achievement of adult struggling readers who have succeeded in obtaining some postsecondary education with their typical adult reader peers. How fluent are these successful struggling readers, as measured by their grade level of word recognition, their reading rate and comprehension, and their performance on a lexical decision task? The qualitative survey and interviews were used to learn the reading, study, and social strategies that successful struggling readers have used to overcome their reading difficulties in college. Twenty-two self-identified adult struggling readers with some postsecondary education were compared to twenty-three typical adults readers enrolled in 4-year undergraduate and graduate school courses. One-way analysis of variance was used to test differences between the groups in reading fluency. Results indicate that there are no significant differences in word-recognition accuracy between typical and struggling readers on high-frequency real word identification; however, there are significant differences between typical and struggling groups on the recognition accuracy of non-words of 4, 5, and 6 letters in length. There are also significant differences between struggling and typical readers on 3, 4, and 5-letter, high-frequency word recognition latency, and 3, 4, 5, and 6-letter non-word recognition latency. Successful struggling readers report that they don't do a lot of reading, but when they do read, it takes them longer, they must take copious notes, and their reading is likely to be nonfiction that is related to their career goals. Academically-successful struggling readers also develop relationships with people who can help them succeed. College reading instructors can use these findings to help students choose appropriate materials and develop their reading fluency skills.
A Comparison of Targeted and Multicomponent Small-Group Reading Interventions in Early Elementary Grades
(2016-01) Hall, Matthew
Although there is a broad research base supporting effective components of reading interventions, less is known about how to implement reading interventions in small groups. The current study investigated the impact of implementing small group reading interventions targeted to student needs guided by the theoretical frameworks of the Instructional Hierarchy (Haring & Eaton, 1978) and Chall’s (1983) stage theory of reading development. A between-participants randomized block design was used to assign 50 second and third grade students to either a targeted or multicomponent small group reading intervention to ensure equal students with decoding and fluency needs were in each condition. Results revealed no differences between conditions on measures of decoding, fluency and comprehension following 4-weeks of intervention. However, students with a decoding need were found to significantly improve their decoding skills compared to students with a fluency need regardless of condition. Observations of the interventions being implemented indicated that all four interventionists modified the interventions or added additional components. Implications for theory and practice are discussed.
The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis
(2015-05) Kunkel, Amy
The purpose of this study was to investigate the effectiveness of computer-assisted instruction (CAI) to improve the reading outcomes of students in preschool through high school. A total of 61 studies met criteria for this review, and 101 independent effect sizes were extracted. Results indicated that the mean effects for students receiving reading CAI were small, positive, and statistically significant when compared to control groups receiving no treatment or non-reading CAI. Categorical moderator analyses and meta-regression were conducted to explore the variation in effects. Results of an analysis of research quality indicated that, on average, about half of quality indicators were met. The results of this meta-analysis show that CAI in reading can effectively enhance the reading outcomes of students in preschool through high school. Future, high-quality research should be conducted to identify effective programs and establish best practice in the instructional design of CAI to enhance the reading skills of all students.
Emergent Multilinguals and Making Inferences in Elementary Guided Reading Groups
(2017-07) Carey, Leah
This study explores the topic of inference making with young emergent multilinguals. Literature demonstrates that inference making is essential for reading comprehension (Oakhill & Cain, 2007) and that the skill of inference develops before learning how to read. Inference skills may transfer as a child learns how to read (Kendeou, Bohn-Gettler, White & van den Brock, 2008). However, there are very few studies regarding inference skill with young emergent multilinguals, that specifically account for the factors of multilingualism and from descriptive and qualitative approaches. This action-research study in a second-grade classroom with English learners focused on the following research questions: 1. How can I scaffold instruction to support inference-making during guided reading in my classroom? And, 2. What student actions and dialogues take place when my students attempt to make inferences from text and images? After thematic coding and analysis of transcriptions, journals and artifacts, findings showed that differences in prior knowledge, using visuals and explicit questioning were important considerations for supporting the learners. Learners also demonstrated a variety of modes and strategies (i.e. peer interaction, facial expressions, gestures, pointing) to explain their thinking and occasionally demonstrated their developing metacognition. The transcripts and field notes also demonstrated inconsistencies in students’ abilities to infer within texts, implying the contextual basis of making inferences and individual differences in interactions with texts (e.g., dispositions, experiences, skills). Other implications of this study include using pictures to practice comprehension skills, as the study demonstrated more discussion and ease with regards to making inferences, as decoding text was not an element of that activity. Results of this study point to the need for further study on reading comprehension with multilinguals, specifically from a framework that takes into account the experiences, culture and background of students. Additionally, a focus on the process of inference through classroom-based research, could lead to findings more relevant for practitioners and that support student learning. Further research could benefit from utilizing sociocultural and discourse frameworks to inquire about multilinguals’ multitude of developing skills and abilities.
Epistemology and prospective content-area teacher candidates: preparing for teaching adolescent literacy.
(2011-05) Johnson, Christopher William
Research into student epistemology provides us with descriptions of learners as they encounter academic challenges. Content-area teachers approach the problem of teaching adolescent literacy with particular attitudes toward learning, knowledge, and texts, and these beliefs affect their effectiveness as future literacy teachers. This project investigated content-area pre-service teachers' beliefs about knowledge, learning, and texts, adding to the literature about teacher-candidate epistemology and content-area literacy teaching. The study utilized mixed methods: content-area teacher candidates were surveyed in the first stage of the research study, and a sample of these candidates were interviewed in the second stage of the study. Research findings included the development of a new inventory for learner epistemology measurement. This epistemology of reading inventory offers researchers and educators a measure of learners' beliefs about reading, texts, and comprehension. Study results offer a salient description of teacher candidates' epistemological traits as they approach the problem of teaching content-area reading and literacy to adolescents.
Evaluating Tier II reading instruction with high school sophomores in a response to intervention framework.
(2011-05) Bemboom, Christina Marie
The purpose of this study was to compare the effects of peer-mediated versus teacher-directed reading interventions on the reading performance of high school sophomores in a pretest/posttest randomized group design with a non-equivalent control. Participants (N=57) identified as being in the lowest 25th percentile of their class based on reading fluency and comprehension measures, including maze selection, oral reading fluency, and standardized test scores were assigned randomly to either peer-mediated or teacher-directed intervention. Fifteen to sixteen 25-minute intervention sessions occurred over 12 weeks and included listening passage preview, retelling, and main idea questioning. Linear regression was used to determine main effects for pre-test scores, treatment group, and minutes of intervention for all measures. Both groups performed significantly better than a non-equivalent control group who did not receive either intervention, with effect sizes of .69-1.00. Students in the peer-mediated group performed at least as well as those in the teacher-directed group, with the peer-mediated intervention being less resource intensive. Peer-mediated intervention participants had the most passing scores on the Minnesota state assessment, as well as the highest percentage of students ending with maze selection scores above the median. Findings support the use of standard protocol, Tier 2 intervention to improve reading outcomes for struggling secondary-level readers.
Fourth grade Hmong students’ reading proficiency.
(2011-05) Mahowald, Megan C.
The No Child Left Behind Act mandates that all students be proficient in reading by 2013. Researchers and practitioners alike have noticed that Hmong students do not achieve as well as their monolingual peers and other bilingual students. Linguistic factors alone do not account for this discrepancy, but rather a number of sociocultural factors are likely at work (Au, 1998). The current two-part mixed methods study is designed to explore factors of reading development and proficiency of fourth grade Hmong students in one large, urban school district. Part one of this study explores the reading proficiency of fourth grade Hmong students through a quantitative analysis of standardized reading assessment scores. I determine what percentage of Hmong students are reaching proficiency standards using frequency data and complete one-way analysis of variance to compare Hmong students with other linguistic groups. Part two of this study utilizes case study method to explore the relationship between oral language, reading proficiency and self-perceptions of ten fourth grade Hmong students. I selected five students who were reading at a fourth grade level and five students who were reading below grade level. I complete oral language assessment, reading assessment, interviews and classroom observations. I analyzed the data at the group level (at and below grade level) to determine discrepancies in performance. I also analyzed data at the individual level to create six profiles of reading proficiency. It is important that as teachers and researchers we learn all we can about how to assess and support oral language skills, reading proficiency and uncover the complex identities of Hmong students.
Identifying profiles of reading strengths and weaknesses at the secondary level.
(2012-06) Trentman, Allison M. McCarthy
The purpose of this study was to evaluate the feasibility and potential utility of reading profiles to identify common patterns of reading strengths and weaknesses among students in high school with deficit reading skills. A total of 55 students from three Midwestern high schools were administered a battery of assessments that targeted specific reading skills, as well as a self-report survey that assessed motivation. A cluster analysis revealed that four distinct profiles were present within the sample and that instruction may be differentiated among a subset of the profiles on some subskills. Profile characteristics accurately and adequately represented individual student characteristics, which may indicate that small group interventions could be devised based on the collective group deficits, which places this study within the problem analysis context. The current study extended the link between assessment and intervention for reading at the secondary level and illuminated the need for further research. Implications for the research and practice of school psychologists are discussed.
Relationships between discourse, reader identity, and reading self-efficacy in a high school English classroom: a mixed methods, critical ethnographic study
(2014-05) Kolb, Christopher L.
Understanding that academic motivation and engagement are critical for youths' literacy learning and achievement in schools, this mixed methods, critical ethnographic study explored how social and discursive constructions of reading and literacy in a high school English classroom (for example, what was valued as reading in the classroom context) contributed to youths' self-perceptions as readers. Supported by a theoretical framework including sociocognitive, sociocultural, and critical perspectives, I considered how classroom curricula, pedagogical practices, and everyday classroom interactions influenced students' reader identities and reading self-efficacy. A combination of qualitative and quantitative data sources - including participant observations, classroom artifacts, audio-video recordings of classroom activities, semi-structured interviews, and student surveys - provided rich accounts of the classroom cultural context; the social and discursive construction of classroom expectations and practices related to reading and literacy; and the influence of these classroom discourses on students' identities and self-efficacy. Methods of analysis included constant comparative analyses, critical discourse analyses, and descriptive statistical analyses. Findings indicated that while students' self-efficacy beliefs were influenced by local classroom practices, definitions, and values for reading (especially as classroom discourses encouraged reading with multimodal texts), their reader identities depended largely on well-established, fixed ideologies of reading. These findings suggest that while teachers might marshal features of curriculum and pedagogy to support positive developments in students' reading self-efficacy, it might be more challenging to encourage similar changes in students' overall identities as readers.
Scaffolding learning from informational texts in the intervention setting
(2016-05) Bergeson, Kristi
The act of creating meaning with texts is complex, and this complexity creates unclear views of instruction in schools and even greater perplexity in knowing how to instruct students who may be struggling in this area of their schoolwork. Comprehension is often measured in schools as a product and an outcome, making it difficult to understand why a student may be experiencing challenges (Duke & Carlisle, 2011). Recently, the emphasis of developing reading skills in isolation in schools is being replaced by the importance of gaining knowledge and building cognition while reading (Cervetti & Hiebert, 2014); yet, handing a difficult non-fiction text to students to read, without considering complex and interrelated factors that influence comprehension does not put students on the path to create meaning with informational texts (Duke, 2014). This study examined that pathway by implementing a reading intervention for fourth and fifth grade students in collaboration with six reading specialists within one mid-western school district. Using design-based research (McKenney & Reeves, 2012), this project aimed to create educational solutions to problems in schools while at the same time developing theoretical understanding of learning. Five conjecture maps guided the embodiment, mediating processes, and intended outcomes for the designed intervention (Sandoval, 2014). This intervention was embodied by content grouped texts that gradually increased in difficulty, mystery texts, reading for authentic purposes, and the use of verbal protocols as a formative assessment tool. The Landscape Model (van den Broek, Rapp & Kendeou, 2005) provided a theoretical framework for this study by describing the dynamic interaction of cognitive processes involved with comprehension. Reading specialists drew on this model to better understand students’ processing of texts as they listened to individual students think out loud while reading. Findings indicated that grouping texts by content area influenced students’ cognitive processes in their reading, was valuable for comprehension development, and impacted the comprehension product. In addition, the implementation of verbal protocols as a formative assessment tool enabled reading specialists to identify students’ unique challenges while reading and to coach students while processing texts. The act of creating meaning with texts is complex, but understanding students’ use of cognitive processes, and not just comprehension outcomes, provides valuable support for scaffolding learning from informational texts for students in the intervention setting.
Spatial-frequency bandwidth requirements for pattern vision.
(2010-07) Kwon, MiYoung
Visual resolution is an important factor which affects human pattern recognition. Dealing with degraded visual resolution is relevant to both normally sighted and visually impaired individuals. This thesis describes three studies that address human pattern recognition under conditions of low resolution and its linkage to real life visual activities such as reading. Deficiencies of pattern recognition in peripheral vision might result in higher bandwidth requirements, and may contribute to the functional problems of people with central-field loss. In the first study (Chapter 2), we asked whether there are differences in spatial-frequency requirements between central and peripheral vision for pattern recognition. Critical bandwidths (i.e., the minimum low-pass filter bandwidth yielding 80% recognition accuracy) were measured for letter and face recognition. We found that critical bandwidths increased from central to peripheral vision for both letter and face recognition, demonstrating that peripheral vision requires higher bandwidth for pattern recognition than central vision. In the second study (Chapter 3), we asked how letter recognition is possible with severe reduction in the spatial resolution of letters. We addressed the question by testing the hypothesis that when spatial resolution is severely limited, the visual system relies increasingly on contrast coding for letter recognition. The size of the gap between contrast thresholds for detecting and recognizing letters was used as a marker for the extent of reliance for contrast coding. We found that as spatial resolution for rendering letters decreases, the system relies more on contrast differences. Letters are the fundamental building blocks of text. Besides single letter recognition, it has been proposed that the visual span, the number of letters that can be recognized without moving the eyes, imposes a limitation on reading speed. In the third study (Chapter 4), we investigated whether the bandwidth requirement for reading speed can be accounted for by the bandwidth requirement for letter recognition. We found that bandwidth limitations on reading performance appear to be closely associated with bandwidth limitations on the visual span, and also to a bandwidth limitation on letter recognition. Together, these three studies provide us with a better understanding of spatial-frequency requirements for pattern vision.
A study on the principal’s role in the development of professional learning communities in elementary schools that “beat the odds” in reading.
(2010-05) Reimer, Tracy Lynn
Current federal legislation, such as No Child Left Behind and The Race to the Top, have elicited high levels of accountability for increasing student reading achievement. Professional organizations and researchers encourage educators to organize schools into professional learning communities (PLCs) to improve student learning. Despite the increasing popularity of the term PLC, actually transforming the culture of a school into a PLC continues to be a complex and challenging task. Leadership has been identified in studies as a critical element of change that leads to improvement. Research is needed to define the principal’s practices that are successful in developing and sustaining a school-wide professional learning community. This qualitative study addresses successful leadership practices of principals in four schools that are “beating the odds” in reading. These schools are at or above the district mean proficiency on the MCAII and have higher ELL and poverty levels than other elementary schools in the district.Through one-on-one interviews with principals, classroom teachers, intervention teachers, special education teachers, and coaches as well as principal observations and artifact collection, data was gathered to learn more about the daily actions and decisions of principals in these schools. Data collection was guided by five attributes of professional learning communities—shared leadership, shared values and vision, deprivatized practice, collective creativity, and supportive conditions. The major findings of the study identified the following principal actions as conducive to the establishment of professional learning communities: (a) teachers had input in curriculum, instruction, and assessment decisions; (b) school building level iv systems (committees, staff meeting norms) were involved in decision making and information dispersion; (c) schools had a reading instructional framework informed by research; (d) grade-level and cross grade-level collaboration on reading instruction included reflecting on practice, reviewing student work, common planning, studying research, and analyzing student data; (e) teaching peers provided instructional support to colleagues by mentoring, observing, and co-teaching; (f) a high commitment to quality instruction and achievement elicited collective creativity via seeking research, professional development and internet resources; and (g) extrinsic recognition of student reading achievement.
The transition to teaching reading: knowledge, beliefs, and identities of novice teachers of reading.
(2010-09) Kelly, Catherine M.
The purpose of the study was to examine the knowledge, beliefs, and identities of reading teachers within the transition to teaching by exploring the connections between coursework, field placements, teaching contexts, and participants' conceptions of teaching reading. While there has been an increased focus on the transition to teaching, little is still known about the experiences of reading teachers as they move from the university classrooms to their own K-12 classrooms (Anders, Hoffman, & Duffy, 2000; Risko et al., 2008, Dillon et al., 2010). The following questions guided this research: How do novice reading teachers conceptualize their knowledge and beliefs about the teaching of reading? (2) How do knowledge, beliefs, and identities of novice reading teachers change and continue to develop over time (e.g., within the first 4 years of teaching)? (3) How are novice reading teachers' knowledge and beliefs about teaching reading visible in their teaching practice? (4) How does teaching context influence the development of novice reading teachers' knowledge and beliefs about teaching reading, and their identities as teachers of reading? The study was conducted as a qualitative case study, and data sources included formal interviews, classroom observations, and a survey. Participants included 2 preservice teachers, 3 first-year teachers, and 2 third-/fourth-year teachers prepared at the same large, Midwestern Research University. Analysis indicated that novice reading teachers benefit from clear links between theoretical grounding and instructional practice in actual classrooms. As well, the knowledge, beliefs, and identities of novice reading teachers continue to develop after completing teacher education programs, and strong leadership and mentors are necessary for supporting the continued professional development of new reading teachers. Therefore, a recommendation of this study is that teacher education programs work in concert with schools to provide carefully designed programs and field experiences. As well, schools have a responsibility to recognize and maintain a focus on the development of effective literacy practices for novice reading teachers in the powerful site of continued learning - the novice teacher's own classroom.
Use of test score and interview data in a comparative case study of the influence of donated English language books upon reading fluency and comprehension scores for Tanzanian secondary school students.
(2009-08) Plonski, Patrick J.
Research has shown that there is an enormous shortage of text and library books across Africa. Accordingly, millions of donated text and library books have been shipped to Africa by a number of non-profit organizations over the past 20 years through funding provided by public and private organizations. While some research shows that localized textbooks increase student literacy rates, inconclusive data is available regarding the influence of donated English-language books upon student achievement. The purpose of this study was to examine the influence of donated English-language text and library books from the United States upon Tanzanian tenth grade student reading fluency and comprehension scores. This study investigated the influence of donated English-language text and library books upon student achievement in reading. Research questions were: (a) what is the influence of donated books upon student achievement in reading fluency and reading comprehension?; and (b) What does developing an understanding of teacher and administrator views of the nature and value of these donated books add to research knowledge and understanding concerning reading achievement? A mixed methods research model was used in a comparative case study in the Dodoma/Singida region of Central Tanzania, East Africa. Pre and posttest reading fluency and comprehension assessments were administered to 78 students at four secondary schools in February 2007 and again in February 2008. Qualitative data was secured through administration of a series of questions by the researcher to 18 teachers and administrators at these same four schools. The results showed students experienced increased English-language reading fluency and comprehension scores when provided with books. The teachers and administrators agreed that the donated text and library books had value through providing a greater world view to students as well as providing data not available due to a shortage of book stock. In addition, the interview data revealed that teachers and administrators believed donated English-language books did not cause cultural harm and served to improve student educational capacity.
Using student performance during a reading intervention to predict student outcomes and performance on accountability measures of reading.
(2012-07) Parson, Lorien
An existing data set for a sample of 3rd grade students was used to determine the relationship between performance during a reading intervention and short-term achievement test outcomes, and long-term risk status. Students participated in a reading intervention, one-on-one practice with a trained adult, during which weekly curriculum based measurement-reading data and dosage of intervention service time were collected. The sample was comprised of reading curriculum based measurement progress monitoring data for 99 students from 8 different schools. The recommendation was for students to receive 60 minutes per week of fluency sessions, the average student received a dosage of 51 minutes per week. Student scores on district and state reading tests from the spring of third grade, and student participation in pre-referral or special education programming 1 and 2 years post participation were also examined. Reading test data were provided by the schools including student performance on the spring 3rd grade No Child Left Behind state reading test, and for 6 of the schools, a district reading test by the Northwest Evaluation Association called the Measures of Academic Progress. Schools also provided existing information about free/reduced lunch eligibility and risk-status, for each of the students. The following research questions guided the study: (a) how does performance during a third-grade reading intervention predict future performance on district and state reading tests; and (b) how does performance during a third-grade reading intervention predict future risk-status in 4th and 5th grades? Multiple linear regression models were used to determine the amount of variance accounted for in state and district reading test performance, using the predictor variables related to participation in the 3rd grade reading fluency intervention. Twenty-three percent of the variance in state test scores, and 44% of the variance in district test scores could be explained using multiple linear regression models with the predictor variables: lunch status, slope, baseline and end levels, and dosage. There were different significant coefficients in each model, and 2 of the schools did not administer the MAP. Risk-status 1 and 2 years following participation in the 3rd grade reading intervention also was determined, using the predictors: performance during the intervention, dosage, and lunch status. Logistic regression models used to predict placement in special education in 4th or 5th grades were not significant. The logistic regression model used to predict student participation in pre-referral programming in 4th grade was not significant, but the model was significant in 5th grade. Variables were backwards eliminated to further determine which variable(s) in the model was/were significant in predicting pre-referral participation in 5th grade, and baseline level at the onset of the 3rd grade reading intervention was the significant predictor. An estimated probability plot illustrated that students with a higher baseline level were less likely to participate in pre-referral programming in 5th grade, versus students with lower baseline level performance. The findings from the first part of this study further support the existing research that reading curriculum based measurement does predict performance on other reading tests (Baker, et al., 2008; Chard, Vaughn & Tyler, 2002; Lennon & Slesinski, 1999) and state reading tests (Stage & Jacobsen, 2001; Good, Simmons & Kame’enui, 2001; Crawford, Tindal, Stieber, 2001; McGlinchey & Hixson, 2004; Keller-Margios, Shaprio & Hintz, 2008). The current study is unique in its application of progress monitoring data for students that participated in a reading intervention, versus seasonal benchmark scores. The second part of the study examined risk-status in 4th and 5th grades for the students who participated in the reading intervention service in 3rd grade. Results supported the findings of other studies, that some intervention participants struggle to maintain gains in subsequent years, (Byrne & Fielding-Barnsley, 1993; Bus & Van Ijzendoorn, 1999; O’Connor, Notari-Syverson, & Vadasy, 1996, 1998) and that curriculum-based measurement baseline level, can be a strong predictor of growth (Silberglitt and Hintz, 2007). The current study was unique in that much of prior research has examined results for students that participate in interventions higher in dosage, diverse in skill areas and prior to 3rd grade. The findings from this study suggest that progress-monitoring data at the on-set, and during an intervention, do relate to performance on other reading assessments, and may predict future risk-status.
Window panes and mirror frames: social constructions of American girlhood in children's pages and periodicals (1865-1952)
(2011-05) Edenborg, Katherine Erin Roberts
Window Panes & Mirror Frames: Social Constructions of American Girlhood in Children's Pages and Periodicals (1865-1952) Representations of girlhood have been socially constructed via media content and popular culture. This can be done by providing a society with a certain way of talking about girls, creating, in essence, a discourse. Content from 177 articles in children's periodicals and 757 articles in children's sections and girls' pages from 1865 through 1952 were examined to discern what girls were reading about: a) Who or what girls could be (roles), and b) How girls could be (traits, learned or inculcated). The purpose was to get a better understanding of what the girls' choices were (range of roles and traits seen in texts) and what messages girls were most exposed to (frequency of constructions and messages in texts). At least 21 roles and more than five dozen traits were identified—dominant, enduring and/or consistent—across the 87-year period. The Socializer role became more mentioned while the Nurturer roles became less mentioned, and the Keeper-of-the-Hearth roles remained strong. A proper-sphere discourse dominated throughout the 87 years.

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