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dc.contributor.advisorCimetta, Adriana D.
dc.contributor.authorHartman, Mary
dc.creatorHartman, Mary
dc.date.accessioned2019-06-07T00:02:13Z
dc.date.available2019-06-07T00:02:13Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/10150/632547
dc.description.abstractEarly grade reading intervention exists in several forms, from curriculum materials, hands-on resources, and computer-based programs. As more and more educators are hard-pressed to increase test scores, schools are looking for effective intervention programs as a supplement to teacher instruction. This research takes a closer look at a computer-based early literacy intervention, the Waterford Early Learning Program (WELP), to determine its effectiveness of increasing student scores on the Dynamic Indicator of Basic Early Literacy Skills (DIBELS) assessment. The effects on performance for English Language Learners (ELL), and Non-English Language Learners in kindergarten were examined. Two subtests of DIBELS, First Sound Fluency (FSF) and Letter Naming Fluency (LNF), were administered at the beginning of the school year and midpoint in the school year. Kindergarteners in the fall of 2018 received the WELP intervention. Kindergarteners in the fall of 2017 did not receive the WELP intervention and thus serve as the Comparison group. Independent t-test results indicated ELL students in the WELP group showed greater achievements in LNF scores compared to ELL students in the Comparison group. Additionally, non-ELL students in the WELP group showed greater improvements in FSF scores compared to non-ELL students in the Comparison group. ELL students in the WELP group had larger gains in LNF and FSF scores compared to non-ELL students in the WELP group. Although students in this study did not receive a full academic year of WELP intervention, results indicate, the WELP program did improve early literacy skills for ELL and non-ELL kindergarteners.
dc.language.isoen
dc.publisherThe University of Arizona.
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
dc.subjectDIBELS
dc.subjectWaterford
dc.titleDoes a Computer-Based Intervention Program Increase Dynamic Indicator of Basic Early Literacy Skills (DIBELS) Scores for English Language Learners and English Proficient Students?
dc.typetext
dc.typeElectronic Thesis
thesis.degree.grantorUniversity of Arizona
thesis.degree.levelmasters
dc.contributor.committeememberYaden, Jr., David B.
dc.contributor.committeememberTullis, Jonathan G.
thesis.degree.disciplineGraduate College
thesis.degree.disciplineEducational Psychology
thesis.degree.nameM.A.
refterms.dateFOA2019-06-07T00:02:13Z


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