Date of Graduation

Fall 2014

Degree

Master of Science in Education in Literacy

Department

Reading, Foundations and Technology

Committee Chair

Beth Hurst

Keywords

multi-age, multigrade, DRA, QSI, Title I

Subject Categories

Other Education

Abstract

The purpose of this study was to determine if there was a statistically significant difference in reading and spelling growth between first and second graders who were in a multi-age/grade classroom and those who were not. While there are still debates about whether or not multi-age/grade classrooms have benefits, this study needed to be pursued to determine if there are benefits. This was a causal-comparative study in which archival data in the form of pre- and post- reading and spelling scores were collected from 12 first graders and four second graders in a traditional classroom and 16 first and second graders in a multi-age classroom. Students were administered the Developmental Reading Assessment-2 (DRA-2) and the Qualitative Spelling Inventory (QSI) during the beginning and end of the 2013-2014 school year. It was hypothesized that there would be a statistically significant difference in reading and spelling growth between first and second graders who were in a multi-age/grade classroom and those who were not. A means and standard deviation for the DRA and QSI were calculated for both classrooms. Post hoc, a Paired Samples t-Test was used to determine if there was a significant gain score indicated in reading and spelling achievement between both classrooms. There was not a significant gain in scores for each test for either group on the DRA or QSI

Copyright

© Iyshia Shanice Smith

Campus Only

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