• Effective intervention programs and their impact on children in poverty.

      Rokitka, Justin R. (19/11/2012)
      The purpose of this master’s project was to investigate the growing problems of illiteracy in the United States, how it relates to poverty, and both literacy intervention programs and frameworks that may have a positive effect on those students who struggle. The first stage of this investigation involved research into the issue of illiteracy in the United States and its connection to poverty. Research articles were collected on the topics of illiteracy, poverty, and effective literacy programs and frameworks through the use of database searches. The second stage of this investigation was to analyze the relevant research articles discovered and identify which literacy programs and frameworks would have a positive effect on students struggling with illiteracy. The third and final stage of this investigation developed a professional development experience that would most efficiently teach these programs and framework to professionals who may use the information to improve their student’s literacy abilities. The findings of this investigation indicated that illiteracy and poverty are correlating educational issues, that READ 180, the 4 R’s program, and the RTI framework are possible ways to improve student’s literacy abilities, and that professional development experiences may improve teacher’s ability to utilize these programs and framework to benefit their students.
    • Synthesis of longitudinal studies literacy development.

      Banks, Heather (2014)
      Moore, Bean, Birdyshaw, and Rycik (1999), in their Position Statement for the International Reading Association on Adolescent Literacy, remind educators that “early achievement is not the end of the story…there are developmental stages of reading and writing” (p.99) into adolescence and adulthood. This study asks the question of the impact of instructional and non-instructional factors on literacy development over time. To answer the question, a thorough and extensive review of the literature on longitudinal studies of literacy development was conducted. A synthesis of the research produced several related findings. First, instructional factors influencing literacy development over time include curriculum (content being taught): comprehension (word decoding/vocabulary), print-references (comprehension/reading/spelling), word recognition, fluency, phonological awareness, phonics, and phonemic awareness. The starting time for formal reading instruction and providing early intervention programs are other instructional factors. Findings also show that certain packaged literacy programs also positively impact literacy development over time. Other results indicate that non-instructional factors influencing literacy development over time include reader self-perception, behavior regulation, and a home life with a variety of literacy experiences. One other non-instructional factor found is school placement (high or low ability group). These findings are applicable for the professional development of elementary teachers, specifically, prekindergarten to grade three, and therefore will be distributed to them through a ten minute Teacher Tube professional development video.