Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
5-2011
Committee Chair or Co-Chairs
Pamela H. Scott
Committee Members
Virginia P. Foley, Patricia Murphree, James H. Lampley, Cecil N. Blankenship
Abstract
The purpose of this study was to determine if there was any significant increase in the reading achievement of Reading First third grade students compared to the reading achievement of the third grade reading students in Non-Reading First schools located in southwest Virginia for 2004-2009. The Standards of Learning (SOLs) reading test scores were compiled from the Virginia Standards of Learning test scores that are available to the public from the Virginia Department of Education website. The elementary schools chosen for this study have a similar number of disadvantaged students and similar demographics. The reading achievement was being examined after 6 years of implementation of teaching strategies using Reading First in 3 of the elementary schools and compared to Non-Reading First schools.
Using a quantitative design, the comparative study included data obtained from the 2004-2009 Virginia Standards of Learning standardized assessment test scores for third grade students in 6 elementary schools. The data comparison examined the reading achievement relationship between the Reading First schools (experimental) and the Non-Reading First schools (control group). The analysis was based on 2 research questions and 12 hypotheses; 6 hypotheses for each question. A t-test for independent samples was used to identify the differences between the means of Reading First schools and the Non-Reading First schools. A chi square analysis was used to identify the differences between the means of Reading First schools compared to the means of Non-Reading First schools in the areas of not proficient, proficient, and advanced proficient.
The results of the study indicated that there were significant increases for reading achievement for the Reading First schools in the experimental group compared to the Non-Reading First in the control group. The Reading First schools performed better or as well as their peers in Non-Reading First schools at the advanced reading proficiency level.
Document Type
Dissertation - unrestricted
Recommended Citation
Adams, Wandaleen, "Comparative Study of Reading First Schools Reading Achievement to Non-Reading First Schools." (2011). Electronic Theses and Dissertations. Paper 1303. https://dc.etsu.edu/etd/1303
Copyright
Copyright by the authors.
Included in
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons