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Presentation
Gains in Reading Comprehension and Attitudes Toward Reading Among Gifted and General Education Students in Title I Schools
American Education Research Association (2013)
  • Elizabeth Shaunessy-Dedrick, University of South Florida
  • Linda S. Evans, Kennesaw State University
  • Susan P. Homan, University of South Florida
  • John M. Ferron, University of South Florida
  • Myriam Lindo, University of South Florida
  • Chunhua Cao, University of South Florida
  • Eun Kyeng Baek, University of South Florida
Abstract

The purpose of this investigation was to determine the effects of a differentiated reading approach, the Schoolwide Enrichment Model-Reading (SEM-R) on reading comprehension and attitudes toward reading with heterogeneously-grouped grade four classes in urban Title I schools. The analyses were carried out in a multilevel modeling framework, so that the nesting of the students within schools could be taken into account. Findings indicate statistically different positive effects on both reading comprehension as assessed on the Iowa Test of Basic Skills (ITBS) and attitudes toward reading as measured by the Elementary Reading Attitude Survey (ERAS). Implications for research with Title I schools and diverse populations of students, including gifted students, will be discussed.

Publication Date
April, 2013
Citation Information
Elizabeth Shaunessy-Dedrick, Linda S. Evans, Susan P. Homan, John M. Ferron, et al.. "Gains in Reading Comprehension and Attitudes Toward Reading Among Gifted and General Education Students in Title I Schools" American Education Research Association (2013)
Available at: http://works.bepress.com/linda_evans/20/