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ERIC Number: ED556833
Record Type: Non-Journal
Publication Date: 2013
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-7722-6
Direct Reading Instruction and the NYS ELA
Jones-Carey, Margaret H.
ProQuest LLC, Ed.D. Dissertation, D'Youville College
This study analyzed the impact of classroom based reading instruction ("direct instruction") on the standardized test scores of 6th grade students as measured by the New York State English Language Arts assessment (NYS ELA). It was hypothesized that the implementation of direct instruction in reading in grade 6 would improve NYS ELA scores for students as a result of increased exposure to text, improved vocabulary development, and more time spent in discussions about what has been read. Using a retrospective design, the researcher compared the grade 6 ELA results of students in schools in Western New York State who were involved in direct instruction in reading to students in schools who did not provide direct reading instruction in grade 6. The researcher found that students who received teacher-led direct instruction in reading received 7% more proficient (level 3) or higher (level 4) scores on the grade 6 2011-12 NYS ELA. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York