| Students reading below grade proficiency have been a concern for educators. Students who attended third grade at this Title 1 intermediate school have demonstrated a lack of early literacy skills as measured using a variety of assessments. An early literacy reading program was initiated in 2008; however, the effectiveness of the instructional methods used in this program has not been examined. Based in a tripartite conceptual framework of learning acquisition, this mixed method study was sought to determine if the reading program increased third grade students' reading achievement. The research questions of this study examined the reading achievement scores of third grade students and the effectiveness of Harcourt Storytown. Slight but non-significant differences were observed when paired sample t-tests measured progress on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) entry, midyear, and end-of-year scores, and when pooled t-tests tested differences across comparison groups. Responses from a teachers' survey yielded descriptive quantitative and qualitative data that reflected teachers' perceptions of the Harcourt Storytown's program design and the impact on students' reading achievement. Qualitative responses were reviewed and analyzed to identify common themes within a priori categories of strengths and opportunities for improvement of the early literacy program. The overall findings suggested some slight positive effects the Harcourt Storytown program made on students' reading achievement from first to second grade; however, fewer strengths were documented from second to third grade. The findings of this study can be used by educational planners who seek to enhance early literacy instruction in an effort to increase students' reading achievement. Implications for social change include providing students with skills needed to become more effective readers. |
