Reading Achievement in an Urban School District

Abstract

The purpose of this study was to determine if differences in elementary reading comprehension achievement existed as a result of statewide implementation of the Alabama Reading Initiative post No Child Left Behind (NCLB). Research supports the premise that targeted instruction in reading comprehension yields increases in reading achievement for students. In an effort to increase students' reading comprehension, the Alabama State Department of Education embarked upon a bold initiative targeting all areas of reading. The Alabama Reading Initiative (ARI) was designed to address K-12 reading efforts in the state of Alabama. At its inception, three areas of reading were targeted: beginning reading instruction; expanded reading power; and intensive effective intervention (Barber, 2001). This current study sought to determine if differences in elementary reading comprehension achievement existed as a result of statewide implementation of the ARI post NCLB. Additionally, this study sought to determine if there were changes in the reading comprehension rates of the students based on their gender. Two separate cohorts of students' reading comprehension scores were analyzed. The first cohort (pre-ARI) consisted of students who were enrolled for three consecutive years (2003-2006) in grades 3-5. The second cohort of students (post-ARI) was also enrolled for three consecutive years (2006-2008) in grades 3-5. Using the SAT-10 results, normal curve equivalent reading comprehension scores from the SAT-10 were matched over the years of each of the two cohorts and were used to analyze the reading comprehension rates of the students to determine if there were significant changes over time. Quantitative methods, including a repeated measures ANOVA, dependent and independent samples t-tests with a Bonferroni correction factor, mixed repeated measures ANOVA, as well as a repeated measures analysis of covariance were used to analyze whether a reading comprehension achievement disparity existed between the two cohorts of students. The findings of this study determined that there no significant difference existed in the reading comprehension rates for the two cohorts of students over the period of time of the study. This means that for this particular urban school district, the use of the ARI may not have impacted the number of students' reading comprehension achievement levels as may be found in other similar districts in the State of Alabama. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]