A preliminary evaluation of the Read 180 Program
Paul F. Barbato, Fairleigh Dickinson University, United States
Fairleigh Dickinson University . Awarded
There has been a vast number of intervention reform models that target student academic achievement and functional performance. The U.S. Department of Education (2002) indicates that research with evaluation studies should focus on results and effectiveness. This study examined the effect of a modified implementation of Scholastic's Read 180 Program involving 4 th grade students within an urban school in northeastern, New Jersey. Data from the Read 180 Program's computer-adaptive reading comprehension test, the Scholastic Reading Inventory (SRI), was analyzed. Data from an independent measure, the Group Reading Assessment and Diagnostic Evaluation (GRADE) was also analyzed. Using paired t-tests and standardized effect size, reading gains on the SRI were compared to reading gains on the GRADE.
Repeated measures of the Piers-Harris Children's Self-Concept Scale, Second Edition (Piers-Harris 2), were administered. Results of this present study indicate that students who participated in the Read 180 Program made statistically significant reading gains as evidenced by a pre-intervention and post-intervention test administration of the Read 180 Program's SRI. However, when an independent measure, the GRADE, was used, there were no significant differences found either between student participants in the Read 180 Program or non-participants. When self-concept was examined using the Piers-Harris 2, significant differences were found between the non-participant and participant groups, with the participant group obtaining higher post-intervention test scores on the Total Score. Participants in the Read 180 Program also obtained significantly higher post-intervention test scores on the Freedom from Anxiety Domain of the Piers-Harris 2. Limitations and implications of this study are discussed.
Barbato, P.F. A preliminary evaluation of the Read 180 Program. Ph.D. thesis, Fairleigh Dickinson University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com