Mixed Method Research Manuscript
Mixed Method Research Manuscript
Silva Adeniyi
R7001 - Introduction to Research Methods
Instructor – Dr. Giselle A. Stone
Argosy University, Atlanta
June 11, 2013
Research Manuscript
Goering, C. Z., PhD., & Baker, K. F., PhD. (2010). "Like the whole class has reading problems": A study of oral reading fluency activities in a high intervention setting. American Secondary Education, 39(1), 61-77. Retrieved from http://search.proquest.com/docview/814393096?accountid=34899
Type of Study
Mixed Methods
Research Topic
How participation in dramatic oral reading interventions affects both reading fluency and comprehension.
Purpose of the Study
To understand how participation in dramatic oral reading interventions affect both reading fluency and comprehension. The study investigated how that participation remains ultimately limited or promoted by the social context of high schools.
Theory
Theory of Automaticity (LaBerge & Samuels, 1974) and Prosody (Schreiber, 1991)
Specific Research Question
The following research questions guided this study:
1. How does participation in dramatic oral reading interventions affect high school students’ reading fluency and reading comprehension abilities?
2. How does the social context of high school literacy intervention classroom act to inhibit or encourage participation in dramatic oral reading fluency activities?
Sample Size The sample size remains seventeen.
Demographics
1. Demographics consist of tenth graders, males, and females. 2. Seven English Language Learners, have one parent in the home without literacy in
English.
3. Three students in the study received special education services.
Population
The population consists of Students.
Recruitment
1. Each Participant in the study remained selected. 2. Forty-two students enrolled in the five different class hours at the onset of the study, 25 students consisting of 11 males and 14 females, returned informed consent forms
Silva Adeniyi
R7001 - Introduction to Research Methods
Instructor – Dr. Giselle A. Stone
Argosy University, Atlanta
June 11, 2013
Research Manuscript
Goering, C. Z., PhD., & Baker, K. F., PhD. (2010). "Like the whole class has reading problems": A study of oral reading fluency activities in a high intervention setting. American Secondary Education, 39(1), 61-77. Retrieved from http://search.proquest.com/docview/814393096?accountid=34899
Type of Study
Mixed Methods
Research Topic
How participation in dramatic oral reading interventions affects both reading fluency and comprehension.
Purpose of the Study
To understand how participation in dramatic oral reading interventions affect both reading fluency and comprehension. The study investigated how that participation remains ultimately limited or promoted by the social context of high schools.
Theory
Theory of Automaticity (LaBerge & Samuels, 1974) and Prosody (Schreiber, 1991)
Specific Research Question
The following research questions guided this study:
1. How does participation in dramatic oral reading interventions affect high school students’ reading fluency and reading comprehension abilities?
2. How does the social context of high school literacy intervention classroom act to inhibit or encourage participation in dramatic oral reading fluency activities?
Sample Size The sample size remains seventeen.
Demographics
1. Demographics consist of tenth graders, males, and females. 2. Seven English Language Learners, have one parent in the home without literacy in
English.
3. Three students in the study received special education services.
Population
The population consists of Students.
Recruitment
1. Each Participant in the study remained selected. 2. Forty-two students enrolled in the five different class hours at the onset of the study, 25 students consisting of 11 males and 14 females, returned informed consent forms
References: Goering, C. Z., PhD., & Baker, K. F., PhD. (2010). "Like the whole class has reading problems": A study of oral reading fluency activities in a high intervention setting. American Secondary Education, 39(1), 61-77. Retrieved from http://search.proquest.com/docview/814393096?accountid=34899 LaBerge, D., & Samuels, S.A. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323. Schreiber, P.A. (1991). Understanding prosody’s role in reading acquisition. Theory Into Practice, 30, 158-164. Wiederholt, J., & Bryant, B. (2007). Gray oral reading test, fourth edition. Austin, TX: Pro-Ed.