The relationship between the implementation of reader's workshop on MAP test result. (c2017)

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dc.contributor.author Khoury, Megan
dc.date.accessioned 2018-03-06T08:09:28Z
dc.date.available 2018-03-06T08:09:28Z
dc.date.copyright 2017 en_US
dc.date.issued 2018-03-06
dc.date.submitted 2017-09-12
dc.identifier.uri http://hdl.handle.net/10725/7183
dc.description.abstract This study examines the relationship between the implementation of the Reader’s Writer’s Workshop and Words Their Way and students’ results on the Measures of Academic Progress (MAP) test in reading comprehension and language usage over a two-year period at a private school in Beirut, Lebanon. Two research questions guided the study: How did the MAP results compare prior to and post implementation of the Reader’s Writer’s Workshop and Words Their Way? How can the relationship between these two programs and MAP testing be defined? This quantitative longitudinal study follows the same cohort of elementary students over a period of two years and examines their standardized testing scores pre, during, and post implementation of the programs. Results of data analysis using Microsoft Excel sheets were presented in graphs to indicate correlations. Results portrayed that 100% of student grades in the reading comprehension test increased from the first reporting period when compared to the last. The general trend for the language usage average is that there was a steady increase in the average from the period during Spring 2013 to Spring 2015. This signifies that the Reader’s Writer’s Workshop and Words their Way have a positive impact on MAP test results. The study provided feedback on school leadership decision to use these programs for improving teaching and learning. However, future studies are suggested to address the cultural bias of the test to deliver more credible conclusions. en_US
dc.language.iso en en_US
dc.subject Reading comprehension -- Study and teaching (Elementary) en_US
dc.subject Word recognition en_US
dc.subject Student-centered learning en_US
dc.subject Examinations -- Interpretation en_US
dc.subject Academic achievement en_US
dc.subject Dissertations, Academic en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.title The relationship between the implementation of reader's workshop on MAP test result. (c2017) en_US
dc.type Thesis en_US
dc.term.submitted Fall en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201407172 en_US
dc.author.commembers Bahous, Rima
dc.author.commembers Diab, Rula
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc 1 hard copy: xi, 113 leaves; 31 cm. available at RNL. en_US
dc.author.advisor Nabhani, Mona
dc.keywords Measure of Academic Progress en_US
dc.keywords Literacy en_US
dc.keywords Reader’s Writer’s Workshop en_US
dc.keywords School effectiveness en_US
dc.keywords Differentiated instruction en_US
dc.description.bibliographiccitations Bibliography : leaves 67-75. en_US
dc.identifier.doi https://doi.org/10.26756/th.2018.34 en_US
dc.author.email megan.khoury@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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