to students becoming independent spellers at their own levels. The interwoven nature between spelling, reading, and writing benefited the students. When Thames and studied the effects of an individualized, integrated language arts approach on the attitudes of struggling readers (as cited in Argo, 1995), student attitudes became increasingly positive. When students become increasingly excited to learn, additional achievement takes place. Connecting the various aspects of reading and writing in a classroom can make a significant impact on student success. Assessment Score Comparisons Thames, Reeves, Kazelskis, York, Newell, and Wang (2008) conducted a study that examined the impact of comprehension scores when taught in an low readers’ integrated language arts setting. The students in this study were from grades four through eight, and all students read at a lower level for their grade. The treatment group consisted of 51 students who received the integrated language arts strategies. In contrast, the comparison group consisted of 42 students who received basal reading instruction throughout the study. A pre-test and post-test were given to both groups of students in this study. A multivariate analysis of covariance was used to interpret the Analytical Reading Inventory comprehension scores. The vast majority of the statistically significant differences were found in the treatment group of this study. The results of this particular study strongly suggest that using an individualized, integrated language arts approach will benefit students with lower reading levels (Thames et al., 2008). In 2003, Donahue, Daane, and Grigg (as cited in Stevens, 2006) the National Assessment of Educational Progress reading report stated that the literacy skills in
to students becoming independent spellers at their own levels. The interwoven nature between spelling, reading, and writing benefited the students. When Thames and studied the effects of an individualized, integrated language arts approach on the attitudes of struggling readers (as cited in Argo, 1995), student attitudes became increasingly positive. When students become increasingly excited to learn, additional achievement takes place. Connecting the various aspects of reading and writing in a classroom can make a significant impact on student success. Assessment Score Comparisons Thames, Reeves, Kazelskis, York, Newell, and Wang (2008) conducted a study that examined the impact of low readers’ comprehension scores when taught in an integrated language arts setting. The students in this study were from grades four through eight, and all students read at a lower level for their grade. The treatment group consisted of 51 students who received the integrated language arts strategies. In contrast, the comparison group consisted of 42 students who received basal reading instruction throughout the study. A pre-test and post-test were given to both groups of students in this study. A multivariate analysis of covariance was used to interpret the Analytical Reading Inventory comprehension scores. The vast majority of the statistically significant differences were found in the treatment group of this study. The results of this particular study strongly suggest that using an individualized, integrated language arts approach will benefit students with lower reading levels (Thames et al., 2008). In 2003, Donahue, Daane, and Grigg (as cited in Stevens, 2006) the National Assessment of Educational Progress reading report stated that the literacy skills in
Herring%20Final%20Final.docx