<p> In 2000, the National Reading Panel (NRP) identified scientifically based reading instructional practices in the five key areas of phonemic awareness, phonics, fluency vocabulary, and comprehension. The purpose of this study was to determine the strength of the relationship between the degree of implementation of scientifically based reading instruction in K-3 and Grade 3 Pennsylvania System of School Assessment (PSSA) Reading achievement in school districts in Northeastern Pennsylvania (NEPA). Research indicates that throughout the past decade, these same instructional practices were found to be effective. As educators in K-3 worked to prepare students for high-stakes testing in reading, the degree of implementation of these instructional practices were being examined. In this quantitative study, 132 K-3 classroom teachers in 20 schools completed the Revised Teacher's Implementation of Scientifically Based Reading Instruction (TISBRI) survey to determine the school-wide level of implementation of scientifically based reading instruction. Teacher experience within each school was also studied. The results of the survey were compared to the 2012 Grade 3 PSSA Reading mean scale score for each school. Inferential statistics determined that no correlation existed between the level of implementation of scientifically based reading strategies and Grade 3 PSSA Reading achievement. There was a correlation between years of teaching experience and level of implementation of scientifically based reading strategies. The study also concluded that scientifically based fluency instruction correlated to scientifically based reading instruction in phonemic awareness, phonics, vocabulary, and comprehension.</p>

<p> Reading is an essential skill taught during elementary academic years. The Sunny Day School District recognized the need of locating a reading program tailored to effectively meeting the instructional needs of students. A preliminary question was, "how do we increase the reading achievement of all our students?" In response to this instructional concern, the Sunny Day School District decided to implement the Missouri Reading Initiative (MRI), a state program created to assist teachers with scientifically research based reading instructional strategies. This study addressed the problem of a lack of a program evaluation for the MRI program as implemented within the elementary schools of the Sunny Day School District. </p><p> Qualitative and quantitative approaches added depth and authenticity to the data collection process and the intention was to triangulate the data in order to obtain a holistic picture of the MRI program in one school district. Design features were inclusive of the following study elements: administrative interviews, surveys, classroom observations, and MAP Scale Scores. Statistical tools used to analyze the MAP Scale Scores comprised of two <i>z</i>-tests for proportions calculated to find differences in opinions and an ANOVA to find any variances between MAP Scale Scores of grades 3-5 during the years of this research study. </p><p> An alignment of the research questions, observations, and surveys to the interview questions was completed then linked with the literature. Interviews and observations revealed valuable details of the implementation process of the MRI program. Emerging themes added data about the implementation processes and were reflective of management and classroom facilitation. Survey results did suggest MRI was beneficial for assisting teachers with research based instructional strategies. Two <i>z</i> tests for proportions of the survey results were in the critical range causing the rejection of the null hypotheses. An ANOVA of the MAP scores did not show a significant change in any one year over the five-year period. Before deciding on implementing an extensive reading program similar to MRI, other districts carefully consider the evaluation methods of teachers. Factors not considered in this study, such as evaluative measures (cognitive coaching versus traditional methods), may yield different program implementation results.</p>

<p> Reading instruction at the K-2 grade levels is of utmost importance for a student's education. The foundational skills acquired during this time period will serve a student throughout their life. Elementary teachers often feel unprepared for the demands of the struggling, proficient and advanced readers within their classrooms. The professional development offered to teachers has often been one day workshops where depth of content is not attained. Through this action science research, onsite professional development utilizing a coaching model was provided to K-2 teachers in a rural elementary school setting. This intervention lasted for three months and explored the <i> Continuum of Literacy Learning</i> by Fountas &amp; Pinnell (2007) and utilized the <i>Benchmark Assessment</i> system by Fountas and Pinnell (2007) for identifying reading levels while implementing Guided Reading. The teachers' sense of self efficacy included a modest increase in utilizing a variety of instructional strategies to better meet the various needs of the students but also revealed areas for additional professional development in the future.</p>

<p>This is a quantitative research project utilizing secondary data. Reading Recovery and Leveled Literacy Intervention are two early literacy interventions based on a whole language and phonetic approach to reading instruction. For the purposes of this study, the end-of-first-grade benchmark is a Developmental Reading Assessment (DRA) 18 and the end-of-second-grade benchmark is a DRA 30. This study utilizes descriptive analyses, ANOVA, and ANCOVA analyses of variance, and regression analyses to determine which programs bring tier 3, non-special education readers to grade level status at the conclusion of first grade. Reading Recovery successfully brings first-grade students to grade level status (p = .002), and 47.1% of students who participated in this intervention met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 16. For students who participated in Leveled Literacy Intervention (LLI), 35.3% met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 14. LLI was not found to be statistically significant (p = .607). For students who participated in both Reading Recovery and Leveled Literacy Intervention, 30.1% met the end-of-first-grade benchmark. Overall, their mean end-of-kindergarten DRA score was a text level 3, and their mean end-of-first-grade DRA score was a text level 14. The combination RR and LLI group was not found to be statistically significant (p = .877). </p><p> According to this study, for students who participate in either Reading Recovery or Leveled Literacy Intervention, a child&rsquo;s gender (ANOVA p = .000, ANCOVA p = .000), and ethnicity (ANOVA Black p = .214, Other p = .067; ANCOVA Black p = .765, Other p = .556) is not a significant predictor of their end-of-first-grade DRA level. Depending upon the analysis conducted, a child&rsquo;s free or reduced lunch rate (ANOVA p = .005, ANCOVA p = .283) is a significant predictor of their end-of-first grade DRA level <i>F</i>(2,1) = 5.416, p = .005 with an R² value of .033 and an error of 612. As anticipated, a child&rsquo;s initial kindergarten DRA level remains the most significant predictor of their end-of-first-grade DRA level (ANOVA p = .000, ANCOVA p = .000). The lowest scoring students in kindergarten tend to also be the lower scoring students at the end of first and second grades. The second greatest predictor for children who do not participate in Reading Recovery or Leveled Literacy Intervention is the child&rsquo;s free or reduced lunch rate (p = .005). However, when an ANCOVA analysis of variance analyzed only students with a complete data set, kindergarten through second grade, a child&rsquo;s lunch rate (p = .283) was shown not to be a significant predictor of end-of-first-grade DRA reading level. Additionally, a child&rsquo;s lunch rate is not shown to be a significant predictor of a child&rsquo;s text growth gain. </p><p> The study follows students who met the end-of-first-grade DRA 18 benchmark into second grade to ascertain if the students are able to maintain their grade level status. For students who participated in Reading Recovery and met the end-of-first-grade benchmark, 58.7% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 30. For students who participated in Leveled Literacy Intervention and met the end-of-first-grade benchmark, 62.8% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 30. For students who participated in both Reading Recovery and Leveled Literacy Intervention and met the end-of-first-grade benchmark, 53.8% also met the end-of-second-grade benchmark. Their mean end-of-second-grade DRA score was a text level 28. </p><p> Finally, the study utilized a regression analysis to determine if there is a difference in reading achievement growth based upon a student&rsquo;s participation in Reading Recovery or Leveled Literacy Intervention. All analyses were controlled for initial DRA level, gender, ethnicity, and free or reduced lunch rate. The results found that while both programs appear to be moving students towards grade level status, Reading Recovery&rsquo;s results are significant (p = .002), LLI&rsquo;s results are not significant (p = .607), and the combination group of both RR and LLI are not significant (p = .877). According to this one year study, for students who participated in Reading Recovery or Leveled Literacy Intervention as first graders, once a child learns how to read, the variables&mdash;initial DRA level, gender, ethnicity and socio-economic status&mdash;do not affect a child&rsquo;s continued reading achievement. </p>

<p> The purpose of this study is to investigate the meaning of a class of second graders&rsquo; fairy tale learning experiences. This study is unique four key reasons. First, it focuses on a group of students whose school has been lagging in state English Language Arts (ELA) proficiency tests; second, it provides perspectives on how fairy tales affect the reading and writing of this group of students; third, it contributes to educational theory in terms of how to understand literacy practices by utilizing sociocultural theories; fourth, it implies that when it comes to educational policy, policy makers and educators should call for attention and efforts to tackle the problem of low ELA proficiency instead of putting students on the front line of low ELA test results and having them suffer the consequences of the outcomes. The current study employs a qualitative case study methodology supported by class observation and its fieldnotes, interviews, and materials that document second-grade students&rsquo; fairy tale learning experiences. Grounded theory was used as analytical tool. The study found that students&rsquo; fairy tale learning experiences were social practices built up in the community of fairy tale practices learning and expanded the capacities of students&rsquo; reading and writing.</p><p>

<p> This quantitative causal-comparative <i>ex post facto</i> research study aimed to investigate if a particular literacy approach impacted third grade English Language Arts (ELA) Missouri Assessment Program (MAP) scores in Missouri school districts. Specifically, the approaches examined included: A balanced literacy instructional framework with teacher instructional decision-making based on student needs; a balanced literacy instructional framework with district prescribed or scripted curriculum; and/or a curriculum-centered instructional framework with use of a published text (e.g. basal reading program). Additionally, the study analyzed the impact of intervention approaches (such as Reading Recovery and expert tutoring) and embedded professional development (such as literacy coaching and Professional Learning Communities) on third grade ELA MAP scores. </p><p> Survey responses from 61 districts were analyzed using district 2016&ndash;2017 ELA MAP scores. The findings showed a significant difference between MAP scores of districts using some type of balanced literacy approach to teach literacy and those relying on a scripted (e.g. basal reading program) approach. Therefore, the data indicates that balanced literacy approaches may be more effective for achieving higher ELA MAP scores than the basal approach.</p><p>

<p> In this qualitative study, I sought to open a space where previously marginalized fifth and sixth graders - those identified for remedial reading classes - could become agents of their own reading. Rather than using mandated or scripted reading programs, I co-created an apprentice program with my intermediate students by which they became teachers of reading to first graders. My teacher-researcher stance allowed me to explore agentic acts among the students involved and identify classroom conditions which supported school-productive literacy. </p><p> The Apprentice-Teaching Project drew on sociocultural perspectives of literacy, apprenticeship theory, and a view of agency which connects students' agentic actions with the various identities they enacted. Data, including field notes, audio and video recordings, and student work, were analyzed using a combination of thematic and narrative methods. </p><p> In their roles as apprentice-teachers, participants learned new Discourses and remade their identities from school-identified "struggling" readers to Readers and Teachers, thereby joining the "literacy club." In general they exerted school-productive agency when confronted with difficult reading tasks, rather than remaining marginalized from school literacy communities. </p><p> I argue that students marginalized by the teaching practices fostered by recent educational policy initiatives are best served by knowledgeable, professional teachers who are free to create <i>responsive curricula </i> in light of needs observed among students. I further argue that the educational community needs to examine the ways we have approached the teaching of metacognitive reading strategies. The apprentice-teachers did not take up these strategies as tools to deepen their understanding; instead, they perceived the strategies as "tasks" to be done after reading. Furthermore, to foster <i>engaged reading</i>, this study demonstrated the efficacy of a curriculum that provides students with <i>voice</i> and <i> choice</i> in selecting texts and <i>socially-interactive environments </i> in which to construct meanings around those texts.</p>

<p>The purpose of the study was to develop and implement a new reading intervention with fifth grade struggling readers that included reading across multiple texts, constructing arguments from the texts, engaging in oral argumentation, and writing argumentative essays. A Convergent Mixed Methods design incorporated both quantitative and qualitative data to determine if teacher collaboration influenced the implementation of the new intervention and its subsequent effect on students&rsquo; reading and writing outcomes. The intervention focused on a 10-week argumentative unit based on the American Revolution War. Group 1 teacher implemented the intervention in a whole-class setting, plus collaborated with the researcher on implementation issues; Group 2 teacher implemented the intervention in a small pullout group, but did not collaborate with the researcher; and Control Group teacher did not implement the intervention. All student groups took a pre and post reading comprehension assessment, and Groups 1 and 2 students took a pre and post essay writing assessment. The reading comprehension scores showed no significant improvement for any group. The pre and post essay writing scores for Groups 1 and 2 showed significant improvement (<i>p</i> = .000), yet there was no significant difference between the two intervention groups (<i>p</i> =.66). The qualitative results indicate student achievement in the intervention groups may have been affected by five implementation factors: (1) implementation fidelity, (2) short duration, (3) size of group, (4) task complexity, and (5) aligned assessments. </p>

<p> This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine strategies, resources, and approaches used to support home-to-school partnerships focused on reading development of K-3 ELLs in the X Public School District. Data analysis resulted in six emergent themes consisting of 22 teacher interviews. The first finding in this study that was revealed through teacher interviews identified guided reading, visual aides, reader&rsquo;s theater, and modeling/oral reading fluency as strategies that contribute to ELLs reading proficiency. In the second finding, teachers identified inviting parents to volunteer in the classroom, sending home a reading log that helps track the students&rsquo; reading at home, and inviting parent participation in extracurricular activities as approaches to encourage partnerships regarding reading development of ELLs. The results of this study provided recommendations for educational leaders to provide teachers specific professional development to encourage parent participation to focus on increasing students&rsquo; reading development that is tailored to the students&rsquo; and caregivers&rsquo; language needs. For future research, it is recommended that the study be replicated using different school districts to determine if similar findings were consistent across different districts.</p>

<p> As educators grapple with the issue of eliminating achievement gaps that exist among student groups, instructing for students' diverse learning needs while effectively meeting the demands of the curriculum can be a daunting task. Arts integration (AI) is a research-based strategy that has been demonstrated to lead to positive effects in student achievement with the greatest effect being among students who qualify for federal meals benefits (FARMS) (Deasy, 2002; Catterall, 1999; Rabkin &amp; Redmond, 2006). This mixed-methods study evaluated state mandated reading assessment data for a cohort of grade three students for the years 2011, 2012, and 2013 within one school district in Maryland using a formula developed by the Maryland State Department of Education to determine student change scores. While analysis of covariance (ANCOVA) of AI and change scores for FARMS and non-FARMS students did not yield a positive relationship, further qualitative analysis of principal and teacher interviews and classroom observations at five public AI elementary schools revealed perceptions among educators of a positive relationship of AI to student achievement. Utilizing a grounded theory approach to examine emergent themes, a theory of effective models of arts integration was developed to include the elements of: shared vision, student engagement, rigorous instruction and teacher capacity. This study provided information regarding the optimal method of delivering arts integrated instruction that may lead to student achievement and reduce the achievement gap between FARMS and non-FARMS students. </p>