This quantitative inquiry investigates whether the Daily Five literacy model could be implemented in a middle school literacy block and contributes to academic achievement as defined by district benchmarks. The Daily Five elementary instructional model was adapted for a middle school literacy block for this purpose, and its implementation was tested on two groups of students: one group of advanced placement sixth graders, and one group of general education sixth graders. Data collection included several forms of reading comprehension and vocabulary development measurements. Positive results involved academic achievement as defined by benchmark standards for the majority of students. Negative results centered around The Daily Five being usurped by instructional mandates to prepare for state testing.
|Adviser||Jan P. Lewis|
|School||PACIFIC LUTHERAN UNIVERSITY|
|Subjects||Educational psychology; Curriculum development|
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