Date of Award
6-13-2007
Degree Type
Thesis
Degree Name
Master of Arts
Department
English
First Advisor
Chapman Hood Frazier, Ph.D.
Second Advisor
Susan L. Booker, Ph.D.
Third Advisor
Jeannine R. Perry, Ph.D.
Abstract
In this qualitative study, I investigate the academic performance of three current ninth-grade students who were tracked throughout middle school by the 1999 McGraw-Hill SRA Corrective Reading Direct Instruction program. To study their respective transitions from middle to high school, I investigate their test performance on the fifth- and eighth-grade reading and writing Virginia Standards of Learning assessments, analyze the quality of student work from sixth through ninth grades by evaluating student products and test documents, and conduct intensive interviews with students and their former and current teachers. By constructing a case-study of each student and conducting a cross-case analysis of their respective transitions from middle school to high school, I evaluate the academic performance of these three students as they transition from a Direct Instruction middle-school program to a traditional, ninth-grade language arts instruction.
Recommended Citation
Anderson, Sarah Tanner, "Transitioning the Struggling Reader: Evaluating the Effects of Middle-School Direct Instruction on Traditional High-School Learning in the English Classroom" (2007). Theses & Honors Papers. 68.
https://digitalcommons.longwood.edu/etd/68
Comments
You can find a bound copy in Greenwood Library. It can be foundhere.