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The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students
| Title: | The Impact of Ready to Learn, A School Counselor-Led Intervention on Pro-Social Skills and Reading Skills of First Grade Students. |
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| Name(s): |
Cohen, Laura J, author Brigman, Greg, Thesis advisor Florida Atlantic University, Degree grantor College of Education Department of Counselor Education |
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| Type of Resource: | text | |
| Genre: | Electronic Thesis Or Dissertation | |
| Date Created: | 2016 | |
| Date Issued: | 2016 | |
| Publisher: | Florida Atlantic University | |
| Place of Publication: | Boca Raton, Fla. | |
| Physical Form: | application/pdf | |
| Extent: | 135 p. | |
| Language(s): | English | |
| Summary: | The purpose of this study was to examine differences in pro-social behaviors and reading skills between a treatment group of first grade students who received the Ready to Learn (Brigman, Lane, & Lane, 2008) intervention, delivered by a certified professional school counselor, and a comparison group of first grade students who did not receive this intervention. Counselors in the treatment group were trained in the proper implementation of the manualized Ready to Learn program during a professional development session. They were also trained in other study-related procedures, such as the online check-in tool and the regular site visits by the researcher. The study followed a quasi-experimental design. The Child Behavior Scale (CBS; Ladd, Herald-Brown & Andrews, 2009) was used to measure pro-social behaviors, and Rigby Running Records (Rigby, 2010) was used to assess reading skills. A series of analyses of variance (ANOVAs) were performed to deter mine whether or not there were statistically significant differences between the treatment and comparison group. An analysis of covariance (ANCOVA) using a pretest score as the covariate was performed to test significance in the difference of reading scores. Results indicate a statistically significant increase in pro-social with peers behaviors, as well as statistically significant decreases in hyperactive and distractible behaviors as well as excluded by peers indicators for the treatment group. | |
| Identifier: | FA00004579 (IID) | |
| Degree granted: | Dissertation (Ph.D.)--Florida Atlantic University, 2016. | |
| Collection: | FAU Electronic Theses and Dissertations Collection | |
| Note(s): | Includes bibliography. | |
| Subject(s): |
United States.--No Child Left Behind Act of 2001. Personality assessment of children. Readiness for school. Educational counseling. Achievement in education. Education, Primary. School improvement programs. |
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| Held by: | Florida Atlantic University Libraries | |
| Sublocation: | Digital Library | |
| Links: | http://purl.flvc.org/fau/fd/FA00004579 | |
| Persistent Link to This Record: | http://purl.flvc.org/fau/fd/FA00004579 | |
| Use and Reproduction: | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
| Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
| Host Institution: | FAU | |
| Is Part of Series: | Florida Atlantic University Digital Library Collections. |
