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Tucker Signing Strategies for Reading National Study (2003)
This study was designed with a control group and data from various
classrooms across the nation. Multiple analysis of variance (MANOVA)
was performed to examine how the pretest and posttest scores of
students who did not receive the Tucker reading strategy instruction
(control group) differed from those of students who received the
instruction (experimental group). The analysis reveals the difference
in the posttest scores of the two groups to be statistically
significant (F [1,195] = 37.49, p < .01), indicating that the
students in the experimental group performed better than did their
counterparts in the control group. The analysis also indicates that
the two groups were not found to be different in pretest scores,
meaning that the students in both control and experimental groups
started out with scores that were not statistically different.
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Tucker Signing Strategies for Reading National Study (2005)
This study is a follow up to the first national study using data
from eight elementary schools with controls for training and length
between pre and posttests. In this study we investigated the effects
of the Tucker Signing Strategy for Reading on the decoding skills of
elementary school students. Students’ ability to decode basic sight
words was compared across four experimental sites and four control
sites. The results of this study suggest that students who received
the Tucker reading strategy instruction fare better than their peers
in the control group who did not receive the instruction. Controlling
for the effect of pretest scores, the analysis suggests that students
who received the Tucker reading strategy instruction made significantly
greater progress in the decoding of sight words than their peers in
the control group who did not receive such instruction.
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Dissertations
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Peggy McMaster – The College of William and Mary
Licensed primary teachers (N = 93) in nine schools completed surveys
of their self-efficacy beliefs, level of implementation, and the
value they placed on the strategies before and after participating
in four levels of inservice training in the Tucker Signing Strategies
for Reading. The independent variable was the structure of the
training teachers received, and the dependent variables were teacher
sense of efficacy in general, teacher sense of efficacy for reading,
implementation of the reading strategies, and the value of the
reading strategies taught. Findings indicated that implementation of
the Tucker Signing Strategies for Reading increased as inservice
training increased in intensity. The most powerful training format
was mastery experience, which was distinguished from the other
training formats by the addition of follow-up coaching. Inservice
training format made a significant contribution to the change in
teacher sense of efficacy for reading. Initial teacher sense of
efficacy in general and initial teacher sense of efficacy for
reading were not factors in predicting the level of implementation
of the reading strategies. Final teacher sense of efficacy for
reading made a significant contribution to explaining variance in
implementation.
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Jeanine Wilker – Capella University
This study proposed to answer research questions about the efficacy
of using the Tucker Signing Strategies for Reading to augment
emergent word recognition and decoding skills. The Tucker Signing
Strategies for Reading did have a positive impact on students’
decoding skills. Faculty and staff agreed that the strategy was
beneficial to students.
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