An explanatory mixed method study of the relationship between third, fourth, and fifth grade students' TAAS reading TLI scores to campus rating, gender, and daily reading practice tim

The purpose of the study was to collect both quantitative and qualitative data regarding reading practices at Texas recognized and exemplary schools. The study looked at the difference between TAAS reading TLI population means and between subject effects for third, fourth and fifth grade students when time spent on reading practice, student gender and recognized and exemplary school ratings are considered.;An explanatory mixed method design was used for the study. The design was selected for the purpose of placing a higher emphasis on the quantitative portion of the study. The qualitative phase of the study provided an explanation for extreme cases from the quantitative data collected.;The dependent variable for the study was the Texas Assessment of Academic Skills (TAAS) Texas Learning Index (TLI) reading scores for the 2002 school year. Independent variables were campus ratings, gender, and time.;Six campuses were used as the population sample for the study. Three campuses used an average of under an hour of daily reading practice time and three campuses used over an hour of daily reading practice time.;The sample population used a total of four hundred thirty-five third grade students, four hundred thirty-five fourth grade students, and four hundred thirty fifth grade students. Schools used for the quantitative portion of the study were used for the qualitative portion. Eighteen teachers from these campuses were interviewed.;The quantitative portion indicated significant statistical findings related to TAAS reading TLI scores and third grade reading time, third grade gender and time, fourth grade rating, fourth grade rating and gender, and fourth grade rating and time. Statistically significant differences were also found with TAAS TLI scores and fifth reading time.;The qualitative portion indicated differences in schools using more than an hour of daily reading practice time as compared to those using less than an hour. The differences were in the areas of teacher monitoring, teacher training, motivational strategies, and print rich environments.