Abstract

The purpose of this study was to determine the degree to which i-Ready® Reading Instruction (a computer adaptive testing program) predicted Florida Standards Assessment English Language Arts (FSA ELA) scores for low performing students (Level 1) compared to those who are on grade level (Level 3). Participants included students in seventh grade at a central Florida school district who participated in i-Ready® Reading Instruction and who had previously scored a Level 1 or Level 3 on the FSA ELA. A hierarchical multiple regression was run to determine the impact of the interaction effect between prior year FSA performance level and time spent in i-Ready® Reading Instruction, while controlling for teacher-level and other student-level variables. Regression analyses indicated that prior year FSA ELA performance level did not moderate the degree to which time spent in i-Ready® Reading Instruction predicted FSA ELA score gains. Additionally, when the interaction term was removed from the regression, time spent in i-Ready® Reading Instruction did not predict FSA ELA score gains.

Notes

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Graduation Date

2018

Semester

Summer

Advisor

Sivo, Stephen

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0007234

URL

http://purl.fcla.edu/fcla/etd/CFE0007234

Language

English

Release Date

August 2023

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

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