Date of Award
Doctor of Philosophy (PhD)
Teaching & Learning
The purpose of this mixed-methods study, employing a quantitative component, utilizing a quasi-experimental design, and a qualitative component, utilizing a post-positivist research paradigm and phenomenology research tradition, was to determine the potential impact of the C. L. E. A. R. (Challenge Leading to Engagement, Achievement, and Results) Curriculum Model on reading achievement at the third grade level. Additionally, the purpose of this study was to better understand both students and teachers perceptions of the C. L. E. A. R. Curriculum Model. Results indicated that there were no statistically significant findings between treatment group students and control group students, following an Analysis of Covariance comparing the treatment group to the control group in terms of post-SRI scores using Pre-SRI scores as the covariate. Treatment group students outperformed control group students on the standards-referenced benchmark, by item. Data attained from student surveys and teacher interview protocols of treatment group participants suggest improvement in skills pertinent to nonfiction reading achievement. Data also suggests an increased interest in reading nonfiction texts. Implications for future research are discussed. A review of pertinent literature is presented.
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Puryear, Robin G..
"The Impact of the C. L. E. A. R. (Challenge Leading to Engagement, Achievement, and Results) Curriculum Model on Reading Achievement at the Third Grade Level"
(2015). Doctor of Philosophy (PhD), Dissertation, Teaching & Learning, Old Dominion University, DOI: 10.25777/33k0-e229