Date of Award

Spring 5-2016

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

David M. Piper

Second Advisor

DeAnna M. Laverick

Third Advisor

Kelli R. Paquette

Abstract

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.

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