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Title page for ETD etd-03312008-114106


Type of Document Dissertation
Author Young, Caresa Lynn
Author's Email Address caresa.young@vanderbilt.edu
URN etd-03312008-114106
Title The Effects of Group Size on Reading Outcomes of Identified Nonresponders
Degree PhD
Department Special Education
Advisory Committee
Advisor Name Title
Doug Fuchs Committee Chair
Daniel Ashmead Committee Member
Don Compton Committee Member
Kathleen Lane Committee Member
Lynnn Fuchs Committee Member
Keywords
  • reading outcomes; response to intervention
Date of Defense 2008-03-05
Availability unrestricted
Abstract
The purpose of this study was to involve second-graders unresponsive to research-validated classroom instruction (i.e., Peer Assisted Learning Strategies; PALS) in four treatments: one to one standardized, one to one individualized, one to three standardized, and continuation in large-class PALS. The two central research questions were: (a) Does individualizing tutoring promote greater reading growth than a standardized approach? (b) Do students in standard 1:1 instruction show greater improvement than those in small group standard instruction? Results were unexpected. Those who remained classroom PALS instruction outperformed the other study groups on many of the reading measures. Those in the 1:3 standard group made similar gains to those in the 1:1 group. Prior reading ability and English Language Learner status were significant predictors of reading progress. That is, students with higher pretreatment scores made more progress. Students whose first language was not English made less progress than those whose first language was English.
Files
  Filename       Size       Approximate Download Time (Hours:Minutes:Seconds) 
 
 28.8 Modem   56K Modem   ISDN (64 Kb)   ISDN (128 Kb)   Higher-speed Access 
  finaldraft.pdf 218.95 Kb 00:01:00 00:00:31 00:00:27 00:00:13 00:00:01

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