Date of Award
Doctor of Education (Ded)
David M. Piper, Ed.D.
DeAnna M. Laverick, D.Ed.
Kelli R. Paquette, Ed.D.
The purpose of this a two-phase explanatory sequential mixed–methods research designed study was to determine if a significant difference exists between four modalities of teaching reading: teacher-developed, Step by Step Learning, Inc. (scripted), other commercialized reading programs (non-scripted), or a combination of scripted/non-scripted programs on the reading ability of third-grade students as measured by the Pennsylvania System of School Assessment (PSSA). All 500 superintendents in the Commonwealth of Pennsylvania were sent an online survey to complete and volunteer for a follow-up telephone interview.
Findings of this study revealed a statistically significant difference between the amounts of time the scripted/non-scripted approach to teach reading is utilized and proficient/advanced 3rd grade PSSA scores. In addition, there was a statistically significant difference between the perceptions of superintendents that a student’s background characteristics influence proficient/advanced 3rd grade PSSA scores.
Wallace, Jesse T. III, "The Effects of K-2 Commercialized Reading Programs on 3rd Grade Reading Mastery as Measured by the Pennsylvania System of School Assessment (PSSA)" (2016). Theses and Dissertations. 1363.