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ERIC Number: ED527927
Record Type: Non-Journal
Publication Date: 2011
Pages: 86
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-7330-4
ISSN: N/A
Comparison of Houghton Mifflin Core Reading Program and Corrective Reading Program Effects on English Language Learners' Reading Fluency and Comprehension in Grades 4-6
Joseph, Kelly C.
ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University
Schools have become more diverse; the number of English Language Learners has increased from two million in 1993-94 to over four million in 2006 (Echevarria, Vogt, and Short, 2001). Most English Language Learners in U.S. schools are of Latino descent. Recent national tests of reading and writing (i.e., the National Assessment of Educational Progress; NAEP) show that at the three grade levels tested (4, 8, 12), many more Latino students performed at the below-basic level than did White students and Asian/Pacific Islander students. Far fewer Latino students performed at proficient or advanced levels than did White students and Asian/Pacific Islander students (National Center for Education Statistics, 2002). Therefore, the purpose of this study was to determine the effectiveness of Corrective Reading on English language learners' oral reading fluency and comprehension compared to "Houghton Mifflin Reading" program. "Corrective Reading" is a core reading program (decoding and comprehension) based on direct instruction research and principles (Engelmann, Hanner, & Johnson, 1999). Direct Instruction Curriculum Model is a program model designed from the research on explicit instruction. It differs from others in that it includes a model for delivery of instruction and complete curriculum design. Houghton Mifflin is a core reading program designed to provide instruction on the essential areas of reading for the majority of students. One hundred eighty students in grades 4-6 were randomly assigned to the "Corrective Reading" group or a Houghton Mifflin literacy group. Students received instruction 80-90 minutes, five times a week for 12 weeks in one or the other program. The post-hoc analysis determined there was no significant difference between the results of the two groups as measured by the DIBELS fluency test and the STAR reading test. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)