University of South Alabama
College of Education
Instructional Design & Development
Program
ABSTRACTS
An evaluation of the reading Comprehension Strategies Module of the
Alabama Reading Initiative with five elementary schools in southwest Alabama
Kent, Andrea Moore
2002
Chair: Hopkins, Scott
This study investigated the effectiveness of the professional development
in the Comprehension Strategies Module of the Alabama Reading Initiative
in a public school system in Southwest Alabama. Kirkpatrick's <italic>Four-Level
Model</italic> for evaluating training programs was used (1998a). The
levels were: reaction, learning, behavior, and results. A group of 74 teachers
were administered a Reaction Questionnaire in which they rated their
level of satisfaction with the professional development. The data indicated
a favorable reaction. The same group of 74 teachers were administered the
Teaching Reading Comprehension: Test for Teachers to measure learning
resulting from the professional development. The data revealed a significant
difference between the pretest and posttest scores, indicating learning
occurred. A Behavior Checklist was completed by the same teachers
(N = 77). The data revealed a modest amount of implementation. The ARI
Reading Comprehension Implementation Questionnaire was completed by
the same teachers (N = 81). The data indicated a high-level of implementation,
and it was projected to continue. The ARI Continued Use Questionnaire
was completed by a different group of teachers (N = 16) who were beginning
their second year as ARI teachers. The data indicated a high level of implementation
occurred the previous year as well as the first quarter of the new school
year. Implementation was projected to continue. A control and experimental
group of students were used to measure reading achievement. The experimental
group received reading instruction for one school year from teachers who
had participated in the professional development of the Comprehension Strategies
Module. The control groups' teachers had not participated in the professional
development. The first dependent variable was reading scores on the Stanford
Achievement Test 9 (N = 81). The second dependent variable was reading
scores on the End-Year Assessment(N = 163). No significant difference
was found for either dependent variable, indicating that the professional
development did not impact overall reading achievement. When analyzing
the scores on the End-Year Assessment for individual grade levels,
however, a significant difference was found between the groups' scores
for third grade and for fifth grade, indicating that the professional development
had a positive impact on the individual grade levels.
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