Small group instruction : reading instruction utilizing learning style preferences and the reading achievement of first grade students

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dc.contributor.advisor Staley, Lynn
dc.contributor.author Eastman, Vicki L. en_US
dc.date.accessioned 2011-06-09T15:28:53Z
dc.date.available 2011-06-09T15:28:53Z
dc.date.created 2010 en_US
dc.date.issued 2010
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/193442
dc.description.abstract Two overlapping situations in the American educational environment have given fuel for this study: the NAEP reported that 34% of fourth grade students read below grade level and NCLB mandated that all children read on grade level by 2014. First grade students from a Midwestern elementary school participated in an after school reading club that met daily. This reading experience was different from others because these first grade students were grouped by learning style preferences. Meanwhile, many classroom teachers respond to the challenge of differentiating reading instruction based solely on students’ reading ability levels creating a forever “reading below grade level” for struggling readers placed in low reading groups. The primary purpose of this study was to explore reading instruction utilizing learning style preferences of first grade students. An overarching question for this study, “How might reading instruction (nurture) aligned with the child’s learning style preference (nature) impact the child’s reading achievement?” To investigate this question the researcher created a supplemental reading experience after school by grouping children by their learning style preference to differentiate instruction. Utilizing the right kind of quality instruction with the right level of intensity and duration with the right children at the right time created an effective preventive program (Torgesen, 1998). That is differentiated instruction! A pretest and posttest assessment was conducted using running record reading assessments focusing on the total number of errors recorded. This quantitative research design, randomized pretest-posttest control group analyzed the collected data using a one-way analysis of variance (ANOVA). The results of the one-way ANOVA analysis showed there was no significant difference in the posttests of the learning style treatment and the leveled reading control groups. Further analysis of the data revealed there was a significance comparing the pretest to the posttest within the treatment group and within the control group. This was important and implied grouping children by learning style preference for reading instruction may be an effective form of differentiation for small group reading instruction.
dc.description.sponsorship Department of Elementary Education
dc.format.extent 194 p. : digital, PDF file, ill. (some col). en_US
dc.source CardinalScholar 1.0 en_US
dc.subject.lcsh Learning, Psychology of en_US
dc.subject.lcsh Group work in education
dc.subject.lcsh Reading (Elementary)
dc.subject.lcsh First grade (Education)
dc.title Small group instruction : reading instruction utilizing learning style preferences and the reading achievement of first grade students en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1560834 en_US


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  • Doctoral Dissertations [3090]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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