If you have any problems related to the accessibility of any content (or if you want to request that a specific publication be accessible), please contact (firstname.lastname@example.org).
Reading First Sustainability
AuthorAird, Sandra D.
AdvisorHill, George C.
AltmetricsView Usage Statistics
This study addresses research questions designed to determine the impact and sustainability of the literacy skills students achieved by participating in the Reading First program in first, second, and third grade in a Northern Nevada urban school district elementary setting. A t-test compared 449 Reading First students’ ELA mean Scale Scores from the Nevada CRT to a comparative group of 621 students who did not participate in the Reading First program. Two sub-groups of student were also compared: 100 students with an IEP and 234 English language learners. Student CRT scores were compared at the third, fourth, fifth and sixth grade level. In addition, cohort groups from Reading First SY10, SY11 and SY12 were analyzed to determine if sustained implementation of the program impacted ELA achievement across years in the third, fourth, fifth and sixth grade. Finally, the three Reading First schools in the study were compared to one another at each grade level to assess if there were differences among the schools.The results indicated all groups of students at the third grade level achieved higher CRT ELA mean Scale Scores when compared to their peers at the Non-Reading First schools. The non-disaggregated group demonstrated no significant differences between Reading First and Non-Reading First students at the fourth and fifth grade level. The English language learners consistently achieved mathematically higher mean Scale Scores at all grade levels. The fourth through sixth grade English language learners who participated in the Reading First program demonstrated no significant difference compared to the Non-Reading First students. The Reading First students with an IEP mean Scale Scores were significantly higher than the Non-Reading First students at third, fourth, and sixth grade. There was little significant difference for the CRT ELA Scale Scores found among the three cohorts. Finally, one Reading First school demonstrated significantly higher CRT Scaled Scores than one other Reading First school.