Indian Education: Causal Comparative Research of Oral Reading Fluency for Native American First Graders

Abstract

Despite the reading research over the past forty years, there is a dearth of research in early literacy skills for Native American students. More specifically, there is a shortage of quantitative research for this population. The purpose of this quantitative causal comparative study was to determine if there is a significant difference in the oral reading fluency scores of Native American first-grade students of high-density schools and Native American first-grade students of low-density schools. The sample for this study included 330 first grade Native American students (264 from high-density and 66 from low-density schools). The research was framed about several theories. These include LaBerge and Samuels's automaticity theory and Perfetti's verbal efficiency theory. Ehri's model for reading acquisition was used to understand how reading skills are acquired for early readers. The Coleman Report was used to understand the non-school factors that affect student achievement. Collectively, these resources helped to interpret the data derived from the study. The oral reading fluency scores (R-CBM) were compared between high-density and low-density schools. Gender, socioeconomic status (SES), school attendance, and the early literacy skills, phonemic awareness and alphabetic knowledge were compared by school type. The findings indicated that R-CBM were statistically different between school types. Thus, the alternative hypothesis was accepted and the null hypothesis was rejected. The findings regarding gender and SES showed a statistically difference between school types when comparing R-CBM. The alternative hypotheses for were accepted for Research Questions 2 and 3. Findings from Research Questions 4-6, which included variables school attendance, phonemic awareness, and alphabetic knowledge did not show a significant difference between school types on R-CBM. The implications for this research show that non-school factors (school type, gender, and SES) statistically impact reading outcomes at first grade. These results suggest schools address these factors when determining instruction, curriculum, and policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]