Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Impact of Interactive Homework on Reading Achievement Amanda Leigh Hunnell Walden University Follow this and additional works at: https://scholarworks.edu/dissertations Part of the Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Other Education Commons, and the Reading and Language Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact ScholarWorks@waldenu. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Amanda Leigh Hunnell has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made.
Review Committee Dr. Dannett Babb, Committee Chairperson, Education Faculty Dr. Andrew Alexson, Committee Member, Education Faculty Dr. Vicki Underwood, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.
Walden University 2017 Abstract Impact of Interactive Homework on Reading Achievement by Amanda Leigh Hunnell MS, Walden University, 2009 BS, Macon State College, 2007 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2017 Abstract Many elementary students read below grade level, resulting in an inability to meet expectations on state testing. Epstein and other researchers theorized 3 influential factors that work together to help students achieve higher levels of attainment—home, school, and community. Studies have demonstrated the effectiveness of Epstein’s Teachers Involve Parents in Schoolwork interactive homework (IH) to promote parent-child communication during learning interactions at home for students in language arts in Grades 6-8; however, there is little information on the effects of IH on reading achievement for elementary students. The purpose of this quasi-experimental study was to examine the effect IH has on reading achievement.
Third grade students at a school in Georgia participated in IH (n = 18) and non-IH (n = 27) groups over a 9-week period. Reading achievement was measured by comparing standardized pre- and posttests. An analysis of covariance was used to analyze the interval-level pre- and posttest results while controlling for preexisting differences between the treatment and control group. The adjusted mean difference between the groups was not statistically significant.
A white paper that discussed the results of the study and recommended further study of IH with incentives to increase participation was the project deliverable. Although findings were not significant, this study may contribute to social change by encouraging dialogue about using and constructing methods that could promote increased reading achievement in the elementary setting, provided adequate student participation. Impact of Interactive Homework on Reading Achievement by Amanda Leigh Hunnell MS, Walden University, 2009 BS, Macon State College, 2007 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2017 Dedication My research is dedicated to the students that I teach, have taught, and will teach in the future. It is for you that I have labored so that you can have the best education possible.
I hope that the work I do will make a difference in your lives today and always. Acknowledgments I owe thanks for the success of this project to my family, professors, and my Lord. My mom has been a great help to me; both in watching the kids, and being a second eye in the editing and revising process. As a strong single mom, she showed me what motherhood should really be like— being tough when she needed to be, sensitive when it was important, and always smart! I hope to be the same kind of parent to my children.
Although my grandmother is no longer on this earth, she has inspired me and imparted a sense of accomplishment in me that has pushed me forward throughout my entire college experience. I wouldn’t be where I am today without her. Babb, thank you for your continued support and responses to late night emails! I appreciate your help and support. I could not have gotten as far as I have without you! Lastly, I thank my Lord.
There have been several times I have come to you overwhelmed and ready to quit, looking for strength. Somehow, someway you have always been able to give it to me. Table of Contents List of Tables. iv Section 1: The Problem .1 Evidence of the Problem at the Local Level .1 Evidence of the Problem from the Professional Literature .6 Research Questions and Hypotheses .7 Review of the Literature .8 Review of the Broader Problem .28 Section 2: The Methodology.30 Setting and Sample .30 Instrumentation and Materials .32 Data Collection and Analysis.33 Assumptions, Limitations, and Delimitations.36 Proctection of Participant Rights .36 i Data Analysis Results .41 Section 3: The Project .43 Description and Goals .46 Review of the Literature .59 Potential Resources, Existing Supports, and Potential Barriers .60 Proposal for Implementation and Timetable.61 Roles and Responsibilitites of Students and Others .61 Project Evaluation Plan .63 Section 4: Reflections and Conclusions.65 Project Strengths and Limitations .66 Recommendations for Remediation of Limitations .67 Leadership and Change .69 Project Development and Evaluation.69 Analysis of Self as a Scholar .70 Analysis of Self as a Practitioner .71 ii Analysis of Self as a Project Developer .71 Project's Potential on Social Change .72 Implications, Applications, and Directions for Future Research .94 Appendix B: Permission to Use TIPS .117 Appendix C: Week 1 Homework Task .118 Appendix D: IH Parent Signature Page .120 Appendix E: Parent Letter for Non-IH Students.121 Appendix F: Parent Letter for IH Students .122 Appendix G: White Paper Evaluation Feedback Form.123 iii List of Tables Table 1.
Demographic Profiles of Classrooms………………………………………. M and SD for the Number of Tasks Completed by Ethnic Groups…………….38 iv 1 Section 1: The Problem The Local Problem Evidence of the Problem at the Local Level Reading achievement has been identified as problem areas for elementary students at the study school. The College and Career Readiness Performance Index (CCRPI), which is Georgia’s system to regulate school performance, stipulates that 85% of students should exit third grade reading at a Lexile level of 650 score or higher (Georgia Department of Education, 2013). A Lexile level refers to an individual’s reading ability or the level of difficulty of a particular text (Georgia Department of Education, 2014a).
Accordingly, knowing how difficult a text will be to read in conjunction with how well a student can read should help predict how well a student will comprehend that specific text (Georgia Department of Education, 2015a). Results from the latest CCRPI report for the study school reveal that 30.5% of students exit third grade reading below 650L (Georgia Department of Education, 2014b). Georgia began a new assessment system in the 2014 school year that categorizes learners into four classes: beginning learner, developing learner, proficient learner, and distinguished learner. Results demonstrate the discrepancy in reading performance at the study school.
Forty percent of students scored in the beginning range; 35.6% scored in the development range; while only 21.2% scored in the proficient range; and an even more alarmingly low 2.9% scored in the distinguished range (Georgia Department of Education, 2015d). This indicates that reading scores in third grade at the study school fall below the requirements specified by the CCRPI. 2 Evidence of the Problem from the Professional Literature The National Assessment of Educational Progress ranked reading achievement into three categories, including basic, proficient, and advanced (National Center for Education Statistics, 2013). According to the National Center for Education Statistics (2013), 65% of fourth graders and 64% of eighth graders read below the proficient level.
In addition, 23% of American adults struggle to meet basic reading levels (Pressley, Graham, & Harris, 2006). Students who speak English secondarily in their home seem to struggle significantly with these skills. Baydik, Ergul, and Bahap Kudret (2012) pointed out that students whose second language is English often spend so much time deciphering pronunciation and word meanings that they develop an average reading voice that is slow and lacks fluency. When reading English text at home, English language learners (ELL) spend several moments translating the information into their native language, and then switch back to English to make the most sense of what they have read (Baydik et al.
This task can be lengthy and needs time to develop. In addition to the problems presented by ELL students, there is also a gap in achievement in reading among African American students (Arceneaux, 2013; Banerjee, Harrell, & Johnson, 2011; Burchinal et al. Epstein (2013) recognized that educators do not always know how to engage families in the use of research-based practices at home and credited the lack of adequate skill communication to lower achievement in schools. Students come from diverse cultural, economic, and academic backgrounds, so teachers are not always able to effectively communicate ways parents can help their children at home (Epstein, 2013).
3 Rationale The initiation of common standards across the United States requires that students read and comprehend more complex text in the elementary grades (Bunch, Walqui, & Pearson, 2014). Currently, students in the United States underperform compared to students in other countries on international educational assessments in the areas of reading and comprehension (Merry, 2013). Parental involvement has been found to increase student motivation, effort, and achievement in school (Epstein, 2013; Xu, Benson, Mudrey-Camino, & Steiner, 2010). It is important that educators uncover ways to effectually include parents in improving their children’s reading progression.
In an effort to establish and maintain effective parental involvement, Epstein, Salinas, and Van Voorhis (2001) designed homework tasks that encourage parent interaction and include a guided approach for parents to take part in homework efforts. The scripted tasks serve as a review of skills and strategies learned in class (Epstein et al. Teachers Involve Parents in Schoolwork (TIPS) was originally developed to increase parental involvement in the middle grades. Each TIPS assignment includes a letter to parents or guardians explaining the concepts covered and instructions on how to complete prescribed assignments (Epstein et al.
Mathematics, language arts, and science TIPS assignments for middle grades are used throughout the country (Epstein, Simon, & Salinas, 1997; Van Voorhis, 2003). Interactive homework (IH) that guides parents on how best to help their student understand concepts and skills practiced in the school setting could be beneficial in addressing the heightened demands that the Common Core Standards (National Governors Association Center for Best Practices, 4 2010) places on elementary students in the United States. There is a lack of literature concerning the use of TIPS assignments for elementary students in the area of reading. Purpose The purpose of this quasi-experimental study was to assess the efficacy of IH on improving reading achievement in third grade students at the study school.
This study compared the scores of students who completed IH to the scores of students who completed non-interactive homework over a 9-week grading period. This comparison was achieved using Epstein, Salinas, and Jackson’s (1995) TIPS with a treatment group and non-IH homework with a comparison group in a quasi-experimental study. Reading achievement was measured using a standardized test before and after the treatment period. Past studies have shown TIPS assignments to be effective in improving scores among students in the middle grades in mathematics, reading, and science (Epstein, Simon, et al.
Terms used in this investigation are listed and defined. Definition of Terms The current study examines the use of involving parents in homework completion to enhance reading attainment. The following terms will be used throughout the study. College and Career Readiness Performance Index (CCRPI): This term refers to the newest school improvement platform in the state of Georgia.
It measures a school’s effectiveness by taking into account several factors such as scores on end-of-the-year tests and the CRCT (Georgia Department of Education, 2014c).