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The Impact of a Balanced Reading Basal on Third
Grade Reading AchievementWindy Dorsey
Oral Proposal DefenseJuly 27, 2015
Dr. Mary B Ratliff, Ed.D.Committee Member
Dr. Steven Bingham, Ed.D.Committee Member
Dr. Mary Beth Roth, Ed.D.Committee Chair
Presentation Agenda
Introduction Background of Study Nature of Study Research of Study Purpose of Study Theoretical Framework Assumptions/
Limitations/Delimitations
Literature Review Research Design Setting and Sample Instrumentation Data Collection &
Analysis Participant Rights Dissemination of Data Social Change
Researcher◦ Instructional Coach◦ Support Schools Across the State
Background of Study◦ History of Low Reading Scores in District◦ District identified as low-performing district with
Race to the Top in 2009.◦ Read to Achieve law◦ Adoption of McGraw-Hill Reading Wonders ™.
Introduction
Ineffective reading instruction has resulted in students not demonstrating proficiency on the state Reading End of Grade assessment
and Reading 3D.
Problem Statement
Purpose:The pre-post experimental design will use the NC Beginning of Grade(BOG)/End of Grade (EOG)and Reading 3D to explore the impact of Reading Wonders ™ on third grade students academic achievement. Teacher surveys and interviews will be conducted to determine teacher’s perception of Reading Wonders ™ implementation on student achievement.
This study will use a convergent parallel mixed methods. In this approach, both quantitative and qualitative data is collected convergent mixed method the same time to assist with interpreting the outcomes (Creswell, 2014).
Nature of Study
Research Design:◦ NC BOG and EOG and Reading 3D beginning of
year (BOY) and end of year (EOY) will be collected in order to determine if the implementation of Reading Wonders ™ has an impact on student reading achievement.
◦ NC BOG and EOG and Reading 3D beginning of year (BOY) and end of year (EOY) will also be collected in order to determine if there is a correlation between teacher’s perceptions of Reading Wonders ™ and student reading achievement.
Nature of the Study (cont.)
1. To what extent has Reading Wonders ™ made an impact on students’ reading achievement?
2. To what extent are teacher perceptions of Reading Wonders ™ associated with students’ reading achievement?
Research Question
The purpose of the convergent mixed method approach study is to determine if there is a correlation between a balanced reading basal and students’ reading achievement and teachers perceptions of the balanced reading basal on students’ reading achievement.
Purpose of the Study
Variables◦Independent Variable McGraw-Hill Reading Wonders ™
◦Dependent Variable Student Achievement as measured by: Reading 3D Scores Reading Beginning of Grade and End of Grade Scores
Purpose of Study (cont.)
The interactive theory also named the balanced approach will be applied to this to this study.
The interactive model allows students to integrate the bottom-up and top-down reading theory by simultaneously processing context information and knowledge sources (Rhumelhart, 1977).
Fitzgerald and Weaver found that interactive approach develops life-long readers and writers (Donoghue , 2009).
Theoretical Framework
Assumptions◦ Teachers participating in the study have an understanding of
the reading program.◦ Teachers are implementing the program as prescribed with
fidelity on a daily basis. Limitations
◦ The study is limited to all third grade graders in the district.◦ The study does not include a control group to compare the
true impact of the independent variable.◦ The study is limited to the students in the district due to
convenience of being in the district the researcher supports as an instructional coach.
Delimitations/Scope◦ Focused on third grade reading achievement.
Assumptions/Limitations/Delimitations
Understanding student achievement and the impact of poverty
Five components of Reading◦ Phonological Awareness◦ Phonics◦ Fluency◦ Vocabulary◦ Text Comprehension
Overview of Literature
Reading Theories◦ Bottom-Up Theory◦ Top-Down Theory◦ Interactive Theory
Basal Reading Programs
History of Basal Reading Programs
Research on Basal Reading Programs
Overview of Literature (cont.)
This mixed method study will be used to determine if Reading Wonders ™ has an impact on student reading achievement and if teachers’ perception of Reading Wonders ™ show a correlation with student reading achievement.
Data collection will include fall and spring Reading 3D and BOG/EOG data that will correlated to determine if Reading Wonders ™ had an impact on student achievement. In addition, survey and interviews will be conducted in fall to determine if there is correlation with the teacher perception of Reading Wonders on student achievement.
Research Design and Approach
Setting◦ Small rural south central NC school district◦ Title I schools◦ One primary, five elementary school, one middle
school, one alternative school, and three high schools.
◦ Approximate Enrollment 3,500 students
Sample◦ Convenience Sampling Method◦ All Third Grade Students in District◦ N= 253
Setting and Sample
Research Questions
Tools/Instruments
Data Collected Methods of Analysis
1. To what extent has Reading Wonders™ made an impact on students’ reading achievement?
Pre-Posttest design
Reading 3D scores from 2014-2015 BOG/EOG scores from 2014-2015Reading Wonders™ Survey
Two-Way ANOVA
t-Test
Overview of Data Collected and Methods of Analysis
Research Questions
Tools/Instruments
Data Collected Methods of Analysis
2. To what extent are teacher perceptions of Reading Wonders™ associated with students' reading achievement?
Likert Scale Open Ended Questions Interviews
Responses Reading Wonders™ Teacher Perception Survey (1-10) Responses to Reading Wonders™ Teacher Perception Survey (11-14) Interview Transcripts
Pearson-r Axial Coding- Responses will be reviewed the identify patterns, opposing views, and trends Axial Coding-Responses will be reviewed the identify patterns, opposing views, and trends
Overview of Data Collected and Methods of Analysis
Reading 3D◦ Fall and spring results◦ Text Reading Comprehension and Composite
NC BOG/EOG◦ Fall and spring results◦ Reading Scores
Teacher Survey◦ Administered electronically◦ Fall
Teacher Interviews◦ Face to face◦ Fall
Instrumentation and Materials
Adapted survey was piloted electronically once the questions were peer-reviewed by the district curriculum administrator, district literacy coach, and district transformation coach.
A Cronbach alpha will be conducted on the pilot data to reestablish reliability and internal consistency.
Teacher Survey
Letter of Cooperation from Superintendent
Teacher Consent Forms
District third grade BOG and EOG results
District third grade Reading 3D results
Teacher survey results
Teacher interviews
Data will be destroyed
Data will be collected upon approval of IRB.
Data Collection
Data will be analyzed upon approval of IRB
Research Questions:◦ To what extent has Reading Wonders ™ made an impact on
students’ reading achievement?◦ To what extent are teacher perceptions of Reading Wonders
™ associated with students’ reading achievement?
MANOVA will be used analyze the Reading 3D and NC BOG/EOG differences among group means.
Cronbach Alpha will be used on the Likert-like items of the survey to determine the reliability.
Coding will be used to analyze the open-ended survey and interview responses for themes.
Data Analysis
No new participants will be added
Letter of Cooperation from Superintendent
Teacher consent form
Anonymity◦ Stored electronically◦ Removal of personal identifying information
Participant Rights
Improved academic success
Increased literacy
Data driven decision making about utilization of balanced reading basals in the classroom.
“It matters little what else they learn in elementary school if they
do not learn to read at grade level.”
(Fielding, Kerr, & Rosier, 2008, p.30)
Social Change
References for Oral Defense
Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, California: SAGE Publications.
Donoghue, M. (2009). Language arts: Integrating skills for classroom teaching. Thousand Oaks, CA: Sage Publications.
Fielding, L., Kerr, N., & Rosier, P. (2008). Annual growth for all students, catch-up growth for those who are behind (Second ed.). Kennewick, WA: The New Foundation Press, Inc.
Rhumelhart, D. E. (1977). Toward an interactive model for teaching. In S. Dornic (Ed.), In attention and performance (6th ed., pp. 573- 603). New York: Academic Press.