Type of Document Master's Thesis Author Scott, Shelley M Author's Email Address firstname.lastname@example.org URN etd-04152009-133710 Title The Effects of Interacttive Homework on DIBELS Performance Degree Master of Science (M.S.) Department Human Ecology Advisory Committee
Advisor Name Title Cynthia DiCarlo Committee Chair Jennifer Baumgartner Committee Member R. Kenton Denny Committee Member Keywords
Date of Defense 2009-04-02 Availability unrestricted AbstractHomework is a common practice in most kindergarten classrooms. There are varying opinions on the purpose of homework, the frequency in which homework should be given, the duration of time kindergarten-aged students should spend on homework, and how the use of homework impacts student performance. The DIBELS (Good & Kamanski, 2003) is an assessment tool that measures student performance on early literacy skills and identifies students who are at-risk for failure to read. The proposed study will incorporate recommendations for creating developmentally appropriate homework that addresses skill deficiencies identified by the DIBELS to determine the impact of homework on DIBELS scores.
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