Homework differentiation and kindergarten reading fluency

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cityu.schoolAlbright School of Education
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorDederer, Jaime
dc.date.accessioned2020-07-17T19:58:03Z
dc.date.available2020-07-17T19:58:03Z
dc.date.issued2020-07
dc.description.abstractThe purpose of this study was to analyze the impact that differentiated homework has on Kindergarten reading fluency. This study divided 20 kindergarteners into reading level groups: low, middle, and high based on sight word recognition on a pre-assessment using the Independent Reading Level Assessment (IRLA). Over the course of four weeks students received differentiated homework assignments. After the intervention, students were to complete a post-assessment to assess sight word recognition. Based on data collected, there was a positive relationship between homework completion and reading success. Based on research, one could conclude that differentiating homework assignments would benefit all students at their level, and that they would show growth by the end of the intervention.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/921
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectkindergarten
dc.subjectdifferentiated homework
dc.subjectreading fluency
dc.subjectsight words
dc.subjectWashington State
dc.subjectcovid-19 pandemic
dc.titleHomework differentiation and kindergarten reading fluency
dc.typeAction Research
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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