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ERIC Number: ED515935
Record Type: Non-Journal
Publication Date: 2009
Pages: 289
Abstractor: As Provided
ISBN: ISBN-978-1-1097-0587-4
The Impact of a Reading Initiative on Students' Early Reading Development K-3: A Case Study
Tracey, Iline P.
ProQuest LLC, Ed.D. Dissertation, Southern Connecticut State University
This research explored the relationship of the Reading First Initiative (RFI) in terms of its impact on students' early reading development K-3 and teachers' delivery of instruction. Extant test data were used to establish quantitative data. Direct observation utilizing a checklist consisting of five categories--management, environment, setting the stage for reading, building reading knowledge, and extending reading knowledge--established qualitative data. Expanded field notes provided additional qualitative data. In this study, findings revealed that the RFI significantly impacted student achievement and teacher delivery of early reading instruction (K-3). There was a causal relationship between the RFI and increased students' test scores in five reading components: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Findings also revealed that teachers systematically and explicitly delivered instruction which may have subsequently impacted students' performance. There seems to be a causal relationship between teacher delivery of instruction and student achievement. [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: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A