The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive Assessment Program (TCAP) for sixth-grade students. The four reading methodology groups were: developmental reading, literature-based reading, Accelerated Reader program, and Accelerated Reader program with vocabulary study. The sample included 236 students in one middle school located in Northeast Tennessee during the 2004-2005 school year. Comparisons were made using TCAP criterion-referenced test reading/language arts scores, TCAP proficiency levels for content, meaning, and vocabulary categories for 2005, and pretest and posttest scores on the student assessment of reading. Data were analyzed using the Statistical Package for the Social Sciences (SPSS). The findings indicated significant differences in the reading methodology groups. The developmental group performed much lower than the other three groups. The literature-based group performed much higher than the other groups. Even when the analysis of the gain scores showed no statistical difference among groups, the literature-based group had the largest gain. The students in this study exceeded the state's annual goal of scoring 80% proficient or higher. The literature-based group and both Accelerated Reader groups exceeded the goal by achieving 90% on proficiency levels, whereas the developmental group failed to meet the state's goal in content and meaning but met the goal for vocabulary. Overall, the Accelerated Reader and Accelerated Reader with vocabulary groups were similar across all dependent variables.

A high percentage of migrant students are not meeting state content standards in readability and legibility within a small independent school district located in California's Central Valley. Prior research indicates that if a student is not proficient in reading skills by the 5th grade, academic success will not be attained effecting the student, parents, educators, and economics of the community. The purpose of this exploratory qualitative case study was to explore the teaching strategies that were used to help migrant students increase their reading comprehension skills. This study has its theoretical basis in the learning theories of Dewey, Slavin, and Yousevand which hold that students need to be active participants in the learning process. This case study was guided by the following areas of inquiry: (a) identifying training and strategies used by teachers, (b) identifying the specific obstacles, (c) identifying methodologies, and (d) how these methodologies address the specific challenges of migrant children. A semi-structured interview schedule, observations of 5 Language Arts classes, and field notes were used as data collection tools. Interviews were conducted and included 5 English teachers, 1 principal, 1 guidance counselor, and 1 community liaison. The data were analyzed and coded with common themes. The key results confirmed (a) varied teacher perceptions of differentiated instruction, (b) language and cultural barriers, (c) lack of knowledge and vocabulary, (d) minimal parent involvement, and (e) financial issues and mobile lifestyle. This project study informed specific recommendations for a Saturday computer lab incorporating computer-assisted instruction. The outcomes of this study have implications for social change for migrant and ELL students by empowering them to more effectively participate and make positive contributions to the global community.

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