With high stakes testing in public schools, pressure for success prompts schools to implement intervention programs for reading and mathematics, often at the expense of extra-curricular and elective activities. Previous literature indicated a correlation between reading comprehension and mathematical understanding. This study examined the specific intervention programs being utilized by two rural Texas school districts and the impact these programs had on student mathematic scores as measured by the State of Texas Assessment of Academic Readiness (STAAR). STAAR scores and student Response to Intervention (RtI) status were collected and identified over a five-year period for students Grades 3-7. Difference in scores for RtI and non-RtI and growth over time were examined using independent sample t-tests and one-way ANOVAs, respectively. Contrary to previous research, no significant impact was found on student math scores as a result of the reading enrichment programs utilized by the districts in the study. Results suggest current reading enrichment programs may not be the most effective for closing the achievement gap in mathematics and emphasized a need for further research to identify specific reading enrichment programs that could impact both reading and mathematics scores to increase both efficacy and efficiency of district intervention programs.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc2137538 |
| Date | 05 1900 |
| Creators | Farnsworth, Cara |
| Contributors | Camp, Bill, George, R. Jefferson, Capps, Matthew, Acuna, Kym |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Farnsworth, Cara, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0039 seconds