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| Autor/in | Vlangas, Jennifer A. |
|---|---|
| Titel | The Stretch Lexile Band: Potential Implications for Adolescents Who Struggle with Reading |
| Quelle | (2016), (153 Seiten)
PDF als Volltext Ph.D. Dissertation, Notre Dame of Maryland University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3398-3582-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Adolescents; Reading Difficulties; Secondary School Students; Reading Instruction; Intervention; Common Core State Standards; Grade 10; Statistical Analysis; Reading Achievement; Language Tests; Scores; Maryland |
| Abstract | With the adoption of the Common Core State Standards (CCSS) and in preparation for standards-aligned assessments and twenty-first-century literacy demands, the needs of the adolescents who struggle with reading demand attention. Students who exhibit poor literacy levels have historically occupied seats in secondary classrooms, but the likelihood that such students will meet the more rigorous Common Core standards and experience postsecondary success is questionable. To address these literacy needs, schools must provide effective, research-based Tier 1 classroom instruction and reading intervention programs. Secondary reading intervention programs have revealed positive gains, but proper identification for services is critical. The Lexile® Framework for Reading (LFR) is typically used by educators to track students' reading progress, gauge the complexity of texts, and make decisions regarding identification for intervention programs. Recently, the LFR realigned Lexile ranges to match the literacy demands of the CCSS, creating a "stretch" Lexile band that demonstrates new, elevated grade-level reading expectations. The stretch Lexile band has far-reaching implications, potentially redefining adolescents who struggle with reading readers as a group to include students who previously were considered on-grade-level readers by traditional Lexile measures. This quantitative study was designed to investigate the potential implications of the stretch Lexile band for adolescents who struggle with reading. The researcher conducted an archival study of the success of three cohorts of grade 10 students as measured by growth in Lexile score over a 2-year period and success on the Maryland English High School Assessment (HSA). As the HSA has been replaced with a more rigorous CCSS-aligned assessment, evaluating the past performance of students who scored below, within, and above the stretch Lexile band may prove beneficial. This study reveals that students within the stretch Lexile band, previously considered on-grade-level readers, have struggled to achieve success as measured by growth in Lexile score over time and pass rate on the HSA. The study suggests a revised Lexile cut score be used to identify students for reading intervention programs. To improve classroom instruction and assessment performance, educators may use the information gained from this study to develop a systematic approach to identifying and supporting adolescents who struggle with reading through data-driven decisions and school-wide literacy initiatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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