Abstract

Many research-based reading interventions exist, but little literature examines teaching secondary reading using entire novels as an intervention. This quasi-experimental study examined the relationship between whether entire novels were included in secondary intensive reading and students' English language arts skills. Data were collected through an online survey of eight reading teachers from one Florida school district. Data collected by the survey were teacher qualifications, inclusion of entire novels in reading curriculum, and implementation of research-based teaching strategies. Survey data, Florida Standards Assessment of English Language Arts (FSA ELA) student scores, student demographics and reading placement data were analyzed to answer six research questions regarding the use of entire novels in secondary reading classes. Students were enrolled in one of three leveled abilities reading classes (identified as a Reading Treatment). Data were analyzed using a series of Analysis of Variances (ANOVAs) with Kruskal-Wallis post hoc tests. Results indicated there were no statistically significant interactions between Reading Treatment, novels use, and student race or ethnicity, gender, and socioeconomic status. No interaction effect was found between Reading Treatment and teacher self-reported implementation of research-based teaching strategies for students taught with entire novels. A statistically significant difference in language arts skills was found for students in Reading Treatments 1 and 3. Among those students, those taught without entire novels had higher levels of language arts skills than students taught using entire novels. Another statistically significant difference was in Reading Treatments 3 students who had teachers without reading endorsements had higher language arts levels. This research was conducted to better inform educational leaders in best practices when determining secondary intensive reading curriculum.

Notes

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Graduation Date

2021

Semester

Summer

Advisor

Vitale, Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive

Format

application/pdf

Identifier

CFE0008623;DP0025354

URL

https://purls.library.ucf.edu/go/DP0025354

Language

English

Release Date

August 2021

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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