Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Reading First Program (U.S.) -- Evaluation; Reading First Program (U.S.); Reading (Elementary) -- Curricula -- Middle West; Middle West; Academic theses;
Abstract
Schools are facing tremendous pressure to demonstrate student proficiency through reading achievement scores. The recommendations from the report from the National Reading Panel (NICHD, 2000) concluded that fluency and comprehension are two of five essential areas in reading instruction. The principles of Reading First programs are based on the findings of the National Reading Panel. Many schools across the nation have received Reading First funds with the intent of increasing reading achievement scores. Federal Reading First funding is provided to school districts that meet state requirements for eligibility. This funding is provided to districts to assist schools in assessing reading achievement in addition to increasing the level of teaching proficiency in the area of reading through professional development opportunities. Fluency and comprehension are two areas of instruction often targeted in schools participating in the Reading First program. Research has clearly documented the correlation between reading fluency and reading comprehension, and it hints at a possible causal relationship between the two components of reading. Reading First schools that focus on fluency instruction with an emphasis on comprehension strategies may see a positive impact on their reading achievement scores due to the provision of strategies and instruction provided through the Reading First funding received by those schools. The purpose of this thesis research is to search for evidence of a positive impact on reading achievement scores in a school that received Reading First funding for 6 years and had a specific instructional emphasis on teaching fluency and comprehension strategies to students in the school.
Year of Submission
2010
Degree Name
Specialist in Education
Department
Department of Educational Psychology and Foundations
First Advisor
Charlotte Haselhuhn
Date Original
2010
Object Description
1 PDF file (44 leaves)
Copyright
©2010 Julie Thomas
Language
en
File Format
application/pdf
Recommended Citation
Thomas, Julie, "The impact of Reading First on reading achievement scores in a midwestern elementary school" (2010). Dissertations and Theses @ UNI. 1162.
https://scholarworks.uni.edu/etd/1162
Comments
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