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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
To Grade Level and Beyond: A Study Examining the Impact of Intervention Styles with Fourth Grade African-American Males.

To Grade Level and Beyond: A Study Examining the Impact of Intervention Styles with Fourth Grade African-American Males.

Whack, Sam Jr.

Paperback

General Sociology

Currently unavailable to order

ISBN10: 1243523190
ISBN13: 9781243523198
Publisher: Proquest Umi Dissertation Pub
Pages: 144
Weight: 0.66
Height: 0.37 Width: 7.99 Depth: 10.00
Language: English
Throughout the past twenty years, the gap in reading achievement has continued to increase between African American and white students across this country. The No Child Left Behind Act and our state Education Oversight Committee (EOC) require that all students meet the level of proficient on state-mandated assessments. As individual schools and districts struggle to meet these guidelines, no student can be left behind. The purpose of this study was to determine the impact of reading interventions through the use of best practices methodologies on fourth grade African-American males' reading achievement as measured by our district reading assessment Dominie and other school- and district-based assessments, such as Measures of Academic Progress (MAP) and SuccessMaker computer-assisted technology program. This study compared the impact of reading interventions on the performance of fourth grade African-American males receiving small-group and one-on-one instruction. All students were assessed using pre- and post-treatment. After using nonparametric statistical analysis, due to the small numbers of this sampling size, the research determined that neither intervention provided a statistical advantage for student reading comprehension growth. The study found there was no statistical significance on Dominie scores or any other aforementioned school or district-required assessments. Additionally, this study used post-treatment interviews with interventionist and experimental treatment students to gauge the overall process. Two out of three interventionists preferred one-on-one intervention, as did three out of five students in the experimental group. This study, within the context of this school, reveals that one-on-one intervention does not produce greater achievement than small-group intervention, but one-on-one intervention produces more confident and motivated students. What, then, is the true measure of student achievement? It may lie somewhere between students' academic achievement and the ability to create confident and motivated students who strive to succeed.

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