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WHAT ABOUT THE CHILDREN LEFT-BEHIND?
AN EVALUATION OF A READING INTERVENTION PROGRAM
by
Giuliana Milagros Klijian
________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2009
Copyright 2009 Giuliana Milagros Klijian
Object Description
| Title | What about the children left-behind? An evaluation of a reading intervention program |
| Author | Klijian, Giuliana Milagros |
| Author email | drgklijian@yahoo.com; mgklijian@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-05-06 |
| Date submitted | 2009 |
| Restricted until | Restricted until 12 Jul. 2011. |
| Date published | 2011-07-12 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Brown, Richard Keim, Robert |
| Abstract | Scholars and educators in the field of education continue to express concern about the "underachievement" of minority students, and suggest that the data reflects the educational inequity that exists with regard to certain ethnic, student populations. Given that the diversity of our student population continues to grow, the issues relevant to educational inequity is particularly acute. Current research projects that by the year 2026, 25 percent of the total student enrollment will be limited English proficient, and that 70 percent of the total student population will be non-White and Latinos.; The focus of this dissertation study is on Rolling Hills Elementary (a pseudonym) in Los Angeles County, California. Rolling Hills School faces the problem of having approximately 58 percent or more students performing below proficiency levels in English Language Arts (ELA) in the upper grades (fourth, fifth, and sixth grades). The concern is that given their grade levels, these students will soon be moving on to secondary schools not being proficient readers, and obviously being a nonproficient reader will impact the student’s learning and future success in school and in society.; In this study, I address the problem of poor performance in ELA by students enrolled in the upper grades at Rolling Hills. The objective of this research is four fold: first, to conclude whether or not the Language! intervention program currently taking place with the fourth, fifth, and sixth grade identified at-risk students improves their achievement performance in reading, particularly their performance on the California Standards Test (CST) ELA; second, to provide data to the school’s leadership data team on the effectiveness of the implementation of this intervention program; third, to identify strengths and weaknesses in the implementation of Language! and to assess if the program should be modified; and lastly, to add to the research literature on the use of Language!, as this research is currently limited. This study utilized a pre-post quasi-experimental design. The data was gathered via both quantitative and qualitative methodologies. Both formative and summative evaluations were combined in examining the research questions pertaining to this study. Two groups were used for comparison in evaluating the reading intervention program, Language!, in this study: an experimental group and a non-equivalent control group.; The results of this research study enlighten us as to the overall effects of the reading intervention program, Language!, on the reading achievement of the at-risk students at Rolling Hills School. Given the findings, the overall intervention effect of Language! was positive. Although the inference that this intervention program has a positive effect on the CST ELA achievement was not attained, this reading intervention program has provided those at-risk students with more basic reading skills. |
| Keyword | reading intervention; nonproficient reader; reading achievement; elementary school; at-risk students; reading program; Language! program; reading intervention program; reading intervention effect; poor reading performance; basic reading skills. |
| Geographic subject (city or populated place) | Los Angeles |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2353 |
| Rights | Klijian, Giuliana Milagros |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Klijian-3013 |
| Archival file | uscthesesreloadpub_Volume17/etd-Klijian-3013.pdf |
Description
| Title | Page 1 |
| Full text | WHAT ABOUT THE CHILDREN LEFT-BEHIND? AN EVALUATION OF A READING INTERVENTION PROGRAM by Giuliana Milagros Klijian ________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2009 Copyright 2009 Giuliana Milagros Klijian |
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