Author

Emily O'Hearn

Date Approved

3-12-2013

Date Posted

5-31-2013

Degree Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Leadership and Counseling

Committee Member

Ronald Williamson, Ed.D., Chair

Committee Member

Ella Burton, Ed.D.

Committee Member

Jaclynn C. Tracy, Ph.D.

Committee Member

Janet L. Fisher, Ed.D.

Abstract

Kindergarten students are asked to perform at a level formerly expected of first grade students and are expected to be well on their way to reading (Bassard & Boehm, 2007). With tight school budgets, site leaders must choose wisely about allocation of resources and determine the most effective means of helping students, especially those struggling in the area of reading. The purpose of this quantitative study was to determine what relationship, if any, exists between the Boehm test and AIMSweb Test of Early Literacy (TEL) administered to kindergarten students during the 2010-2011 school year.

Data in this research were collected and stored by the local ISD and were analyzed ex post facto. Boehm data were collected during kindergarten round-up. All students selected for this research scored at the lowest achievement level on the Boehm (Level 3). These students were re-assessed using the identical Boehm test in February 2011, giving a posttest data point. Additionally, some schools participated in AIMSweb TEL screenings twice during the kindergarten year, while students in other schools did not. Student Boehm scores were compared with students who received AIMSweb TEL and students who did not receive AIMSweb TEL to determine the relationship. Statistics based on Boehm posttest scores for students at Level 3 indicated no difference in student growth between students who received the AIMSweb TEL assessments and those who did not. Gender did not have an impact on achievement, and students who scored low on the Boehm also scored low on the AIMSweb TEL assessments.

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