NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED568301
Record Type: Non-Journal
Publication Date: 2014
Pages: 132
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-3743-2
ISSN: N/A
Leading Your School to Excellence through Reading Instruction
James, Salethia R.
ProQuest LLC, Ph.D. Dissertation, Capella University
After decades of attempting to identify effective reading programs within the United States, in recent years, the emphasis on identifying these programs has made a dramatic shift. The continuous increase in federal involvement began the implementation of No Child Left Behind (NCLB). One of the primary goals for NCLB is to drastically improve students' reading achievement by requiring that states implement the use of scientifically research-based programs and practices with fidelity. However, since this federal requirement was implemented, it has not been specifically noted whether or not this implementation produced higher student achievement reading scores on specific reading assessments. The purpose of this study was to compare two research-based reading programs--Story Town and Scott Foresman--to determine if one is proving more effective in achieving higher reading scores for third and fourth grade students in a specific school district in the southeastern part of the United States. The results of this study indicated that when comparing student reading achievement scores on the ITBS, there was a statistically significant difference, favoring the students who were taught reading using the Story Town reading program. However, the results also indicated that when using the Georgia CRCT for comparing student reading achievement, there was no statistically significant difference whether reading instruction was the Story Town or Scott Foresman reading program. The conclusion that both of these scientifically research-based reading programs can effectively meet the learning needs of at-risk students who attend Title 1 schools is encouraging and worth implementing. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Georgia Criterion Referenced Tests