A program evaluation of the Text Reading Comprehension assessment and the Dynamic Indicators of Basic Early Literacy Skills assessment and the impact of literacy readiness of African American males in kindergarten.

摘要

This capstone project is an evaluation of the Text Reading Comprehension (TRC) assessment and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment and the impact of literacy readiness of African American males in kindergarten. The research is a focus on the impact of the DIBELS and TRC literacy diagnostic assessments. The research study compares the impact of student achievement in kindergarten for African American males and White males over the length of two years. The study involved kindergarten teachers participating in a focus group to discuss their views on the diagnostic tool. The kindergarten teachers also provided input by answering survey questions to share their thoughts on the assessments for African American males. The focus group and the survey information provided by the kindergarten teacher participants produced common themes. The literacy data provided that there is an alignment of impact on the proficiency of the African American males and the literacy assessments. The results provided are significant for the continued implemented in the school district to monitor the continuous increase of literacy achievement for African American males and the TRC assessment.