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ERIC Number: EJ1131526
Record Type: Journal
Publication Date: 2015
Pages: 31
Abstractor: As Provided
ISSN: EISSN-2380-0860
Balanced Reading Basals and the Impact on Third-Grade Reading Achievement
Dorsey, Windy
Journal of Organizational and Educational Leadership, v1 n2 Article 2 2015
This convergent parallel mixed method sought to determine if the reading program increased third-grade student achievement. The research questions of the study examined the reading achievement scores of third-grade students and the effectiveness of McGraw-Hill Reading Wonders™. Significant differences were observed when a paired sample t test measured progress on the Reading 3D composite, Text Reading Comprehension, and North Carolina Beginning of Grade/North Carolina End of Grade from the beginning of the year to the end of year. Responses from a teacher survey and interviews provided data that revealed teacher perceptions of McGraw-Hill Reading Wonders™ basal program and the impact on student achievement. The overall findings suggest that McGraw-Hill Reading Wonders™ had a positive effect on student reading achievement. The findings of this study can be used to help educators make data-driven decisions about utilization of balanced reading programs in the classroom.
School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
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: North Carolina
Identifiers - Assessments and Surveys: North Carolina End of Course Testing Program; Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A