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dc.contributor.authorLasch, Diarlene
dc.date.accessioned2019-04-15T18:36:59Z
dc.date.available2019-04-15T18:36:59Z
dc.date.created2018
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/123456789/8104
dc.description.abstractThis study examined whether or not Reader’s Workshop was effective in improving student achievement scores, based on the scores in Reading and Language Arts found on the schools’ publicly available statewide report card results. This study compared schools that have implemented Reader’s Workshop schoolwide to those schools who have not implemented Reader’s Workshop schoolwide. A one-tailed t-test at a .05 level of significance was used to analyze the data and found that schools using Reader’s Workshop performed significantly better than those schools not using it. This study also investigated whether or not schools using Reader’s Workshop are showing a greater level of improvement since they began using it, or within the six years between 2011-2012 and 2016-2017 school years than those schools not using it. A one tailed ttest at a .05 significance level found that the level of improvement was significantly higher for those schools using Reader’s Workshop when compared to those schools not using it. The final portion of this study involved interviewing two educators who had used the Reader’s Workshop model. Both educators indicated that they experienced positive results when using Reader’s Workshop in their schools.en
dc.titleThe Effectiveness of Reader’s Workshopen
dc.typeThesisen


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