The Kindergarten Students' Reading Performance and Perceptions of Ludus Reading: A Mixed-Method Study
The Kindergarten Students' Reading Performance and Perceptions of Ludus Reading: A Mixed-Method Study
Author:
Jessica D. Redcay
Program of study:
Ed.D./CI
Abstract:
The study used an embedded qualitative, historical, explanatory, case study design with a dominant quantitative, quasi-experimental pre-post, longitudinal, retrospective design. The purpose of the study was to determine the effectiveness of Ludus Reading -- a new reading program -- in terms of kindergarten students’ reading perceptions and performance between the control and experimental group addressing the problem of illiteracy and aliteracy. Study participants included 73 kindergarten students. The results of the study were statistically significant (alpha = .05). The null hypothesis H1 was rejected (F (1,70)=15.01, p <. 001). Consequently, the experimental group had higher means on KDRA2 (M=9.25, SD=5.11) than the control group (M=5.07, SD=4.25). The null hypothesis H2 was rejected (F (1,69)=6268.69, Wilks Lambda=0.68, p<.001). Therefore, the experimental group had higher means on KDIBELS NWF-CLS (M=53.31, SD=21.51) than the control group (M=32.20, SD=18.99). The sub-null hypotheses were retained, signifying that moderating factors, gender and speech language services, did not influence the students’ reading performance. Qualitative data from learning profiles were explored, and emerging themes indicated that the experimental group enjoyed reading more than the control group because students from the experimental group used more descriptive emotion words to describe reading, and expressed a higher intensity level of enjoyment.
Dedication:
First and foremost, I would like to dedicate my dissertation to my loving and supportive family. My husband, Matt Redcay, stood by me through the difficult and joyous times of life. Thank you, Mom and Dad, Kathy and Joe Shoff Jr., for always believing in my potential and always being there for me. I would like to thank my brother and sister-in-law, Jeannie and Joe Shoff III, and I am confident, Joe, that we are both on the verge of achieving our dreams. I could never forget how generous and hospitable Anna Butler and Uncle Jim Erb were throughout my residencies. Thank you, Aunt Nancy Frey, for helping me through difficult times, and for reminding me to keep moving along because dreams do come true. Also, my dissertation is in loving memory of my grandparents, specifically Grammy Erb, for instilling a love of reading in me. Thank you to my family and friends for your prayers and support.
It is my prayer that my hard work will provide the best life possible for my two wonderful children, Sophie, 4 years old, and Davin, 1 year old. Sophie, always remember to give everything that you have to your dreams, and with hard work, your possibilities are endless. Throughout this journey, you reminded me that it is always important to stop and dance. I am so proud that you are my daughter. Never lose your playful, caring, loving spirit. Davin, you are a daredevil, and I hope that you always remember to “go all in.” You are so curious about how everything works, and I hope you that you always continue to ask questions. Throughout the journey, you reminded me about how important it is to stop, cuddle, and read books together. I am so proud that you are my son. Never lose your curious, happy, and loving spirit. Sophie and Davin, please always enjoy life, and live it to the fullest!
Acknowledgements:
I acknowledge that I had the honor of working with a dissertation committee of experts. I like to surround myself with the best people and I learn as much as I can from each one. My journey with Dr. Sean M. Preston, my chair, started at University of Phoenix’s Year One Residency, and I hope that it is a relationship that will continue in the future. I learned invaluable lessons from my mentor. Dr. Leslie A. Miller, my committee member, and I met at University of Phoenix’s Year Two Residency, and she has served as a methodology and editor expert on my panel. Her trained eye for detail has helped strengthen my knowledge and dissertation throughout the process. During my graduate work at Millersville University, Pennsylvania, I had the opportunity to learn from early childhood expert Dr. Marcia L. Nell, my committee member. Her expertise in my content area helped further my knowledge and dissertation. Also, I would like to acknowledge my supportive cadre that I developed throughout my doctoral process.
Additionally, I would like to thank Dr. Timothy Miller, Millersville University, for sharing his love of reading and writing with me. Dr. Miller helped expand my thinking and understanding of writing. I would like to acknowledge that the idea of “Ludus” emerged from Dr. Miller sharing Huizinga’s Homo Ludens: A Study of Play Element in Culture. Huizinga (1950) described play as essential to human life. In Latin, ludus is play.
I would like to thank my supportive colleagues and administrators for their continued support. I am forever grateful for all of my teachers and professors who have contributed to my education, specifically Maria Poore. Mrs. Poore was my sixth grade teacher, and she taught me the importance of being a lifelong learner.