dc.contributor.author	Holley, Courtney R.
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2016-2017	en_US
dc.date.accessioned	2017-05-11T17:54:48Z
dc.date.available	2017-05-11T17:54:48Z
dc.date.issued	2017-05
dc.identifier.citation	Holley, Courtney R. "The Association of Absenteeism and Gender with Reading Achievement," Ph.D. dissertation. Valdosta State University, 2017. http://hdl.handle.net/10428/2808
dc.identifier.other	6B1CD83C-4C89-5BBC-4AFF-ED52D725E45C	UUID
dc.identifier.uri	http://hdl.handle.net/10428/2808
dc.description.abstract	Research shows how absenteeism and gender positively or negatively affect a child’s grades and classroom performance. If there were more resources and knowledge about how a student’s attendance and gender relate to his or her reading grades in the classroom setting as well as to reading scores on standardized tests, grades and scores could possibly increase due to a better understanding of what needs to take place in order for students to succeed academically in the area of reading. In this research study an examination was made as to what degree a student's absences and gender predict her or his reading achievement. This non-experimental, explanatory study used quantitative methods. This study was conducted by using data from second-grade students during the academic year of 2015-2016 at four different rural elementary schools in South Georgia. There were 336 males and 263 females included in this study. A multiple regression analysis was used to determine how well absenteeism and gender predict reading achievement, which was measured by STAR Reading data. I examined the relationships between student attendance and students’ reading achievement and between gender and students’ reading achievement. The reading achievement was measured via 2016 Spring STAR Reading Lexile scores. Analyses did not reveal a significant effect of gender or attendance on predicting the students’ STAR Lexile scores. The model summary and the ANOVA summary indicated that the overall model of the two independent variables (gender and absenteeism) did not significantly predict a student’s reading achievement.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 \| Statement of the Problem.6 \| Significance of the Problem 7 \| Research Questions 8 \| Definition of Terms 9 \| Chapter II: LITERATURE REVIEW12 \| Early Literacy13 \| Intervention.15 \| Disabilities19 \| Absenteeism 20 \| Gender.24 \| Education in Georgia28 \| Rural Elementary Education29 \| Chapter III: METHODOLOGY34 \| Threats to Internal and External Validity.35 \| Participants.36 \| Instrumentation36 \| Data Collection Procedures38 \| Data Analysis.39 \| Chapter IV: RESULTS40 \| Chapter V: DISCUSSION44 \| \| Research Limitations.48 \| Further Research50 Summary53 \| REFERENCES55 \| APPENDIX A: Demographics.69 \| APPENDIX B: School System Permission 1.71 \| APPENDIX A: School System Permission 2.73 \| APPENDIX B: School System Permission 3.75 \| APPENDIX A: School System Permission 4.77 \| APPENDIX B: Institutional Review Board79 \|	en_US
dc.language.iso	en_US	en_US
dc.subject	Absenteeism	en_US
dc.subject	Gender	en_US
dc.subject	Reading	en_US
dc.title	The Association of Absenteeism and Gender with Reading Achievement	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department Of Curriculum, Leadership, And Technology Of The Dewar College Of Education And Human Services	en_US
dc.description.advisor	Leader, Lars
dc.description.committee	Bochenko, Michael
dc.description.committee	Dees, Dianne
dc.description.committee	Hilgert, Larry D.
dc.description.degree	Ed. D.	en_US
dc.description.major	Education In Leadership	en_US