Study of "Imagine Language & Literacy" in Grades K-2

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Autor/inn/en	Weston-Sementelli, Jennifer L.; Saxton, Emily; Anguiano, Carlos; Espel, Emma V.; Meyer, Stephen
Institution	RMC Research Corporation
Titel	Study of "Imagine Language & Literacy" in Grades K-2
Quelle	(2020), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Correlation; Program Implementation; Academic Achievement; Literacy Education; Elementary School Students; Kindergarten; Grade 1; Grade 2; Emergent Literacy; Reading Fluency; Reading Tests; Scores; Language Acquisition; Program Descriptions; Scheduling; Teacher Attitudes; Administrator Attitudes; Achievement Gains; Program Effectiveness; Teaching Methods; Race; Ethnicity; Gender Differences; Faculty Development; Language Skills; Reading Comprehension; Native Language; Individualized Instruction; Elementary Secondary Education; Educational Legislation; Federal Legislation; English Instruction; Student Characteristics; English Language Learners; Special Education; Minority Group Students; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Korrelation; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Frühleseunterricht; Lesetest; Sprachaneignung; Spracherwerb; Disposition; Lehrerverhalten; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Rasse; Abstammung; Ethnizität; Geschlechterkonflikt; Language skill; Sprachkompetenz; Leseverstehen; Individualisierender Unterricht; Bildungsrecht; Schulgesetz; Bundesrecht; English langauage lessons; Englischunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	RMC Research used a case study approach to document implementation of "Imagine Language & Literacy" and a correlational design to examine the relationship between student program usage and student academic achievement outcomes for students in grades K-2. "Imagine Language & Literacy" is a digital education program targeting literacy skills developed by Imagine Learning. The study was conducted during the 2018/19 academic year at eight schools in two school districts in the Southeastern United States. The case study approach involved interviews with administrators, focus groups with teachers, and observations of "Imagine Language & Literacy" in six schools to gather detailed information about implementation. For all study schools, RMC Research and Imagine Learning collected usage data and administrative data including demographic information and scores on the formative Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next assessment for all students in grades K-2 to examine the relationship between student program usage and student academic achievement. Findings focus on implementation factors and the relationship between the amount of instruction received in "Imagine Language & Literacy" and spring DIBELS Next scores. Teachers and administrators reported that the professional development provided by Imagine Learning was sufficient to begin implementation and that students enjoyed engaging with the program. Due to technology and scheduling difficulties, fewer than 60% of students in each grade level participated for the recommended number of minutes per week. Extent of participation in "Imagine Language & Literacy" was related to performance on the DIBELS Next assessment for students in kindergarten and grade 1 with an increase of 125 (grade 1) to 167 (kindergarten) total minutes of participation associated with a one-point increase on DIBELS Next scores. No relationship was found between level of participation and DIBELS Next scores for students in grade 2. [The report was prepared for Imagine Learning.] (As Provided).
Anmerkungen	RMC Research Corporation. 1000 Market Street Building 2, Portsmouth, NH 03801. Tel: 603-422-8888; Fax: 603-436-9166; Web site: https://www.rmcresearchcorporation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01