Abstract

The purpose of this study was to contribute to the literature and to policy and practice in the educational field on how individual student diagnostic scores was affected in the area of reading. This study specifically examined full or partial fidelity of implementation of the iReady reading instructional and computerized program was applied in seven middle schools in a school district in Central Florida for all students in intensive reading courses. Additionally, this study contributed to how individual student diagnostic scores was affected in the area of reading for students on free or reduced lunch. Data were analyzed from the second and third diagnostic assessments from i-Ready. The second diagnostic assessment was administered in January of 2021 after students returned from Winter Break and 1,774 students completed that assessment. The third diagnostic assessment was administered in March of 2021 after students returned from Spring Break and 1,687 students completed that assessment. Overall, 3,461 students completed the assessments. Analyses showed that students in schools who used the i-Ready reading program to full fidelity had slightly higher scores than students in schools that used the i-Ready reading program only to partial fidelity, yet the data was not statistically significant. Further analyses found that students who were on free or reduced lunch performed far worse than students who were not considered on free or reduced lunch, there was a statistically significant difference, and that implementing the i-Ready reading program to complete fidelity actually had a significant negative effect for students on free or reduced lunch.

Notes

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Graduation Date

2021

Semester

Summer

Advisor

Eadens, Daniel

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

CFE0008701;DP0025432

URL

https://purls.library.ucf.edu/go/DP0025432

Language

English

Release Date

August 2021

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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