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ERIC Number: ED552225
Record Type: Non-Journal
Publication Date: 2012
Pages: 228
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-8809-9
Reading First: Impact on Third Grade Student Performance in Reading, Math, Science Before, During, and after Implementation
Allen, Vikki Renee
ProQuest LLC, Ph.D. Dissertation, Tennessee Technological University
Critical issues are confronting educators regarding increasing student achievement levels in reading, math and science in United States' public schools. Educators and legislators are attempting to make radical changes in instructional methodology and to find viable and sustainable solutions to problems associated with poor student achievement. Reading instruction has received intensive focus due to the decline of reading proficiency in schools across the nation. Reading First federal dollars were dispensed to school districts across the nation to implement a literacy reform that would increase the achievement level of students in reading and help close the achievement gap of many student subgroups being educated in public schools. The purpose of this quantitative, causal-comparative study was to determine the possible impact of Reading First on third grade student achievement in reading, math, and science before, during, and, after implementation in five southeastern Tennessee schools during the 2004-2009 academic years. Additionally, the study investigated if any significant differences in the various achievement areas associated with Reading First were the same across school sites. Tennessee Comprehension Program assessment data were used for analysis. A two factor multivariate analysis of variance (MANOVA) statistical test was used for analyzing the data in order to determine the impact of the independent variable (Reading First- before, during, after) on the dependent variables (Reading, Math, and Science). An analysis of variance (ANOVA) was utilized to test two main effects (Reading First- before, during, after) across schools on the dependent variables (Reading, Math, Science), and three interactions across schools. Main effects and interactions were analyzed at the 0.05 alpha level. Final results of this study revealed that Reading First before, during, and after implementation did not improve student achievement in reading, math, or science for the study participants. The results of this study substantiate the findings of previous evaluative studies regarding the success of Reading First in improving student achievement in reading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee