Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Olinzock, Anthony

Committee Member

Adams, James

Committee Member

Du, Jianxia

Committee Member

Davis, James E.

Date of Degree

1-1-2009

Document Type

Dissertation - Open Access

Degree Name

Doctor of Philosophy

Abstract

The purpose of this study was to compare the impact of reading programs of students who used the Reading Program One, Reading Program Two, and Reading Program Three reading programs and those students who were taught using no basal reading program in North Mississippi. The study also assessed teachers’ perceptions of the various reading programs based on gender, age, educational attainment, and years of teaching experience. The research design for this study included a descriptive analysis. Ten elementary schools in North Mississippi using the Reading Program One, Reading Program Two, Reading Program Three, and no basal reading program were analyzed. This study also included a descriptive design to analyze teachers’ perceptions of their reading programs. Comparisons were made across gender, age, educational attainment, and years of experience of the participants. The findings in this study indicated that students who were taught using no basal reading program and Reading Program One scored significantly higher on the Mississippi Curriculum Test in reading in 2005 than students taught using basal Reading Program Two and Reading Program Three. The findings in this study also indicated that students who were taught using no basal reading program scored significantly higher on the Mississippi Curriculum Test in reading in 2006 than students taught using Reading Program One, Reading Program Two and Reading Program Three. There was not a significant difference based on gender. The findings in this study revealed that some differences existed in student achievement on MCT reading scores based on the accreditation level of the school. The analysis of the teachers’ perceptions revealed that their reading programs or strategies contributed to students' success.

URI

https://hdl.handle.net/11668/19073

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