An Investigation of Middle School Reading Performance Based on the 6th Grade Reading Instruction Setting

dc.contributor.advisorMcLaughlin, Margaret Jen_US
dc.contributor.authorBenning, Kelly S.en_US
dc.contributor.departmentSpecial Educationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.description.abstractThis study investigated the reading performance of students who attended the participating schools from 5th to 8th grade, based on the setting where 6th grade reading occurred. The study also investigated the performance of students whose NCE reading scores on the Terra Nova test fell in the upper and lower third based on receiving 6th grade reading instruction in an elementary or middle school. The results found no significant differences based on setting from 5th to 8th grade. When the element of setting was removed and the scores for the three groups were compared over time, significant results were found. Post-hoc tests revealed students' scores significantly dropped from 6th to 7th grade, but increased significantly in 8th grade. The upper third, however, had declining scores all through middle school. Randomly selected elementary and middle school principals were interviewed to determine whether there were differences in the structure and organization of 6th grade reading programs between settings.en_US
dc.subject.pqcontrolledEducation, Generalen_US
dc.subject.pqcontrolledReading Instructionen_US
dc.subject.pquncontrolled6th grade settingen_US
dc.subject.pquncontrolledlower thirden_US
dc.subject.pquncontrolledreading instruction settingen_US
dc.subject.pquncontrolledreading performanceen_US
dc.subject.pquncontrolledTN reading scoresen_US
dc.subject.pquncontrolledupper thirden_US
dc.titleAn Investigation of Middle School Reading Performance Based on the 6th Grade Reading Instruction Settingen_US


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