The Effect of Reading First Programs on Reading Language Arts Proficiency of Third Grade Students who Formerly Had Unsatisfactory Reading Achievement

The Effect of Reading First Programs on Reading Language Arts Proficiency of Third Grade Students who Formerly Had Unsatisfactory Reading Achievement

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The Reading First program is a significant component of the NCLB Act (2002) and was written with the intent to greatly benefit educational systems. Reading First, according to NCLB Public Law 107-110 As, 20, 115 stat.1425 (2002), requires research-based teaching methods to be implemented in grades K-3 to improve reading achievement for all students by 2014. The purpose of this study was to determine if the implementation of the Reading First program had been effective in the improvement of reading achievement for African-American and Caucasian students attending third grade in a school district in West Tennessee. This study examined reading achievement gains by students after the implementation of the Reading First program. The subjects were 540 third grade students from eight elementary schools in a West Tennessee school district. Four of the elementary schools received the Reading First grant, referred to as qReading First Schools, q and four are schools that did not have any additional funding for the teaching of reading, referred to as qNon-Reading First Schools.q The students from the Non-Reading First schools served as controls for the students from the Reading First Schools. To determine there were no initial differences between the schools in original starting conditions, a Multivariate Analysis of Variance (MANOVA) was conducted. The measuring instrument used was the Tennessee Comprehensive Assessment Program (TCAP), a standardized achievement test given each spring to measure skills in Reading, Language Arts, Mathematics, Science and Social Studies. The first question posed was qDoes an achievement gap exist between African-American and Caucasian students in the early grades?q To address this research question, a Univariate Analysis of Covariance (ANCOVA) was conducted. Results indicated a significant difference for the Ethnicity variable. Caucasian students scored significantly higher than did African American students. The second research question was, qWhat is the effect of Reading First interventions on the reading achievement of African-American and Caucasian students?q To address this research question, the ANCOVA produced no significant differences for the Treatment variable or for the two- or three-way interaction terms. These findings led to the conclusion that Reading First had no significant effect for any of the students, African American or Caucasian.This study examined reading achievement gains by students after the implementation of the Reading First program. The subjects were 540 third grade students from eight elementary schools in a West Tennessee school district.


Title:The Effect of Reading First Programs on Reading Language Arts Proficiency of Third Grade Students who Formerly Had Unsatisfactory Reading Achievement
Author:
Publisher:ProQuest - 2008
ISBN-13:

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