Date of Award
1-27-2017
Document Type
Thesis
Degree Name
Communication Disorders, MCD
First Advisor
D. Michael McDaniel
Committee Members
Arianne Pait; Christina Akbari; Shanon Brantley
Call Number
LD251 .A566t 2016 M49
Abstract
The purposes of this study were to examine how many levels of the Barton Reading and Spelling System® (BRSS®) should be completed in order to achieve a target normative score on standardized tests which measure literacy skills, and to examine the efficacy of an after-school literacy program by comparing a group of similar students who did not participate. Standardized tests used were the Arkansas Benchmark Examination Literacy Subtest (ABLS) and the Stanford Achievement Test, Tenth Edition English Language Arts Subtest (SAT-10 ELA). Average scores for students in the experimental group did not reflect target normative scores within the time frame covered in the data. While the students in the experimental group did achieve scores closer to the average performance of their grade-level peers, as well as improve some scores over time, the margin was not wide enough for there to be a statistically significant difference in either case.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Morgan, April Dawn, "Influences Of an After-School Literacy Program: A Barton Reading & Spelling System® Efficacy Study" (2017). Student Theses and Dissertations. 603.
https://arch.astate.edu/all-etd/603
