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Author(s)

Duba, Carolyn

Advisor(s)

Woitaszewski, Scott

Degree

Ed.S, School Psychology

Date

Apr 27, 2010

Subject(s)

Achievement tests--Minnesota; Third grade (Education)--Minnesota; Educational tests and measurements--Minnesota; Public schools--Minnesota; Reading; Reading Minnesota Comprehensive Assessment II (MCA/MCA-II); Reading--Ability testing

Abstract

In order to address the needs of struggling third grade readers, it was important to understand the factors that possibly impeded their successful acquisition of reading skills. This study was designed to begin to identify salient characteristics of third graders who were reading below proficiency as determined by the Reading Minnesota Comprehensive Assessment [II](MCA/MCA-II) and isolate those factors which may influence or predict reading success. The effect of English proficiency, socioeconomic status, ethnicity, number of years in the school district and participation in Reading Recovery in 1st grade on the 3rd grade MCA/MCA II test scores was examined. The purpose of the study was consistent with current accountability and intervention expectations, which require schools to utilize well researched and targeted interventions to promote growth in core curricular areas such as reading. The results of the current study did not identify strong predictor factors, though SES did exert a small negative effect on MCA scores.

Description

School Psychology Program Directed Research Project. 2010. Educational Specialist (Ed.S.) Degree. University of Wisconsin-River Falls. 25 p. Includes bibliographical references (p. 23-25).

Permanent link

http://digital.library.wisc.edu/1793/39196 

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Part of

UWRF Counseling and School Psychology Graduate Papers

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