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

Questions Regarding Study?

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.