NU theses and dissertations; faculty, staff, and student publications; syllabi and class records archives.northwestu.edu/handle/nu/12 2026-04-07T04:48:16Z 2026-04-07T04:48:16Z Long, Lisa Marie archives.northwestu.edu/handle/nu/25705 2020-08-26T15:47:53Z 0007-01-01T00:00:00Z

Sight Word Recognition and Reading Proficiency Long, Lisa Marie There is a large body of research surrounding the importance of teaching sight words in the classroom as a key component of any reading program because of the relationship that exists between sight words recognition and reading proficiency. Students encounter many different unfamiliar words as they read daily in classrooms across the nation and they struggle to read proficiently. So, the question remains, is there a correlation between sight word recognition and reading proficiency? The following study took place in a Kindergarten classroom, aiming to gather data about students’ ability to read sight words and their original reading level compared to these two items many weeks later after targeted instruction. Although the data does not give enough information to make answer the research question, it does imply things and sheds light on some themes – these themes including sight word recognition and its relationship to fluency and comprehension as well as varying methods for teaching sight words.

0007-01-01T00:00:00Z Parnell, Kimberly archives.northwestu.edu/handle/nu/25718 2020-08-26T15:47:53Z 0007-01-01T00:00:00Z

The Experience New Students Face When Transitioning to Elementary School Parnell, Kimberly This research problem seeks to discover if schools are providing enough support for incoming students who are new to their school. This qualitative case study will examine four students who are new to ABC elementary. I have observed and interviewed both the student and their parent to determine the experience they had while transitioning to a new school. As a result, I have found that schools are not providing enough support for new students at the beginning of the year and even less support for those students who come midway through the year. From this research, I will give simple examples of how schools can do more on their part to ease the transition time for students who are new to their school.

0007-01-01T00:00:00Z Wishart, Rod archives.northwestu.edu/handle/nu/25743 2020-08-26T15:47:57Z 0007-01-01T00:00:00Z

The Development and Efficacy of the Core Plus Mathematics Project Secondary Mathematics Curriculum Wishart, Rod By the early 1980s it was clear that the education of students in the United States was falling behind most other developed countries especially in math and science. This resulted in a significant shift from the “traditional” mathematics teaching methods of rote procedure and practice to “reformed” methods which encouraged students to discover mathematical concepts using investigation and collaboration. Out of this reform movement arose the Core-Plus Mathematics Project (CPMP) curriculum, which has since become the most widely used reform curriculum in the United States. Because the reform philosophy represents a significant change from traditional Mathematics education, it was perhaps inevitable that reform methods in general, and the CPMP in particular would spark controversy between educators, researchers, parent groups, school districts, and governmental agencies. This has become so much the case that the reform and traditional camps now both seem willing to let the education of students become a second priority to winning the “math war.” This research paper uses historical methods to ask “does the data support the claim that the CPMP curriculum is more effective than traditional mathematics curricula?” It uses historical documents to consider the forces that gave rise to the reform mathematics philosophy and the creation of the CPMP. It describes the key features of the CPMP which differ from traditional curricula and summarizes the research which has sought to evaluate its effectiveness. Ultimately the research seems to indicate that both proponents and critics of reform curriculum have valid points, but that both are guilty of selective data analysis and exaggeration to make their claims. The data seems to me to show that while the CPMP shows good promise as an effective mathematics curriculum, its promise is being overshadowed by extremists on both sides of the debate who cling to their philosophical positions so tightly that neither will consider the valid arguments made by the other. Sadly, the casualties in this battle are students – who are receiving a less effective mathematics education than they should.

0007-01-01T00:00:00Z Brady, Rachel archives.northwestu.edu/handle/nu/25760 2020-08-26T15:47:58Z 0007-01-01T00:00:00Z

Understanding a Title I Reading Program: Literacy Strategies for Struggling Readers in a First and Second Grade Classroom Brady, Rachel Literacy affects all areas of life, therefore teachers point to it as the most essential building block of early learners. Early intervention and support is key because of the well documented long term effects of children's literacy skills during the critical early elementary years. There are certain predictors of children who are particularly at risk including those from high poverty homes, therefore, No Child Left Behind put into place reading assistance funding and guidelines for schools with lower SES populations in the form of Title I programs. Factors which have been found to impact the effectiveness of Reading Programs include: scientifically based reading strategies which are systematically implemented, teacher knowledge and training, and parental involvement. This qualitative case study is designed to understand the method and role of a Title I reading curriculum, LAP, and professional support and communication at home and school in improving literacy fluency. Participants include 24 students in a 1st and 2nd grade multiage classroom at Stanton Elementary School, but focus on five below-level readers in this multiage classroom. Participants are observed in the classroom and during pull outs for the Reading Program. Interviews with two classroom teachers and the Reading Specialist are also conducted. Data is collected through observations, interviews, and examination of the Reading Program materials and is analyzed in light of prior research. This study found that the Reading Program at Stanton incorporates scientifically-based reading instruction grounded in the work of Reading Recovery and modified to accommodate resources and staffing. Classroom teachers were fully informed in reading instructional strategies and incorporated them into classroom instruction. Findings from this study showed that the largest factor in student success hinges on parental involvement in supporting students reading at home. Although the reading program and its components play a significant role in students' progress, the importance of factors such as classroom teacher's communication and knowledge seemed to pale in comparison to parental support.

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