The efficacy of evidence-based literacy strategies to improve the reading and mathematics achievement of economically disadvantaged urban middle school students

Achievement in mathematics and reading has become a major focus of both state and federal education initiatives in the United States because of its effects on society and individuals. The purpose of this study was to explore the efficacy of using evidence-based literacy strategies to improve the reading and mathematics achievement of economically disadvantaged students in urban middle schools. The data obtained in this study was used to evaluate the effectiveness of evidence-based literacy strategies for urban middle school students, struggling urban middle school readers, and struggling mathematics students with the goal of improving reading and mathematics achievement. Three (3) middle school mathematics teachers who participated in the professional development project were interviewed regarding their experiences implementing evidence-based literacy strategies to improve the reading and mathematics achievement of their students. Findings from the study revealed the integration of evidence-based literacy strategies was viewed by the mathematics teachers as being beneficial and thought to enhance vocabulary learning and the reading and understanding of word problems. Based on the results of this study, the integration of evidence-based literacy strategies and content area classrooms did not significantly impact the reading and mathematics achievement level of students receiving the instruction when compared to students who did not receive instruction using evidence-based literacy strategies.