The findings of this study indicate that a positive and negative significant relationship exists between second-grade teachers' initial DIBELS professional development and the percentage of their students showing yearly improvement from their pre- to post-DORF scores of 35 words per year. In addition, a positive significant relationship exists between second-grade teachers' confidence level and the percentage of their students' pre- to post-DORF score improvement of 35 words and 45 words. Moreover, teachers' confidence level predicts the percentage of students improving 45 words from their DORF pre- to-post-scores. However, on closer examination, the majority of struggling students appear to make little gains while as many teachers do not receive follow-up and ongoing professional development. These results indicate that further research is needed in the area of teachers receiving all phases of effective professional development and student achievement.From there, teachers across the country have access to individual and class graphs and reports. For example, the website generates a whole-class graph reflecting second-grade studentsa#39; DIBELS oral reading fluency scores, which teachersanbsp;...
|Title||:||Exploring the Relationship Between Professional Development and Improvement on Second-grade Oral Reading Fluency|
|Publisher||:||ProQuest - 2009|