| 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. |
