A Comparative Study of Third-Grade Reading Laws Among Nine Southeastern States

Abstract

Statement of Purpose and Method of Study: This descriptive research aimed to explore third-grade reading laws in nine southeastern states. The researcher conducted semi-structured interviews with 11 participants from the states included in this study and integrated both quantitative archival reading assessment data and qualitative interview data to provide a wholistic view of state-level reading laws and their implementation. The importance of grade-level reading proficiency in the United States has been widely recognized as a key contributor to students’ success on their educational journey, and reading and literacy instruction has been a particular focus at the third-grade level. The states selected for this study had implemented third-grade reading laws specifically to address reading deficits. The common demographics shared by the states in this study provided a good sampling of various state reading laws applied to students with similar demographics.

Findings and Conclusions: The findings of this study revealed that the third-grade-reading laws in the nine southeastern states had several similar components. Eight of the nine states administered state-level assessments at the end of third grade to measure grade-level reading proficiency. States also had literacy plans to enhance grade-level reading, and these plans included implementation methods and support for kindergarten through third-grade students. State-level reading plans had measures for students who did not meet state assessment requirements for reading proficiency. The results indicated increasing grade-level reading proficiency scores within the sample states since implementing third-grade reading laws.