The effect of interactive homework on DIBELS performance

Identifier

etd-04152009-133710

Author

Shelley M. Scott, Louisiana State University and Agricultural and Mechanical CollegeFollow

Degree

Master of Science (MS)

Department

Human Ecology

Document Type

Thesis

Abstract

Homework 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.

Date

2009

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Recommended Citation

Scott, Shelley M., "The effect of interactive homework on DIBELS performance" (2009). LSU Master's Theses. 1143.
https://repository.lsu.edu/gradschool_theses/1143

Committee Chair

Cynthia DiCarlo

DOI

10.31390/gradschool_theses.1143