A study of the effectiveness of a middle school humanities program used with low-achieving readers

This study was designed to assess the effect of the Reading is Motivational (RIM) program implemented in a large school district in the Southwestern United States to help improve the reading level of low-achieving students. The program incorporated instructional and curricular strategies commonly found in programs designed for gifted students. The quantitative research hypotheses focused on reading achievement in regard to educational setting, gender and ethnicity. The qualitative research questions focused on administrator, teacher and student perspectives of the RIM program.;Three hundred and ninety-five sixth graders from the 1991-1992 school year were used in the statistical analysis. Student standardized test scores were traced from 1989 to 1993. The test scores utilized the Iowa Test of Basic Skills and the Norm-referenced Assessment Program for Texas. Statistical test included paired t-test, Hotelling's T for repeated measures, F tests and multivariate analysis. The study also included a qualitative segment featuring interviews with four administrators, twelve teachers, and five students familiar with the RIM program.;Statistically, the RIM program did not significantly improve the reading ability of RIM students. Neither did the program set apart a particular ethnic group or gender in its impact. There were no significant differences in achievement among settings or between ethnicities and genders.;Through the interview process, several themes and conclusions can be drawn. Those most familiar with the program praised its innovative use of instructional and curricular strategies most often reserved for the gifted population. The use of acceleration, integration and individualization won praise from administrators, teachers, and students alike.;Based on these findings, the researcher proposed the following programmatic recommendations: (a) The program expand its means of evaluating student progress and achievement; (b) Teachers assigned to the program should be certified in Gifted and Talented Education; (c) The program should implement techniques designed to minimize language and culture barriers for Hispanic students; (d) The program should be implemented in schools where block scheduling is possible; and (e) Identification for program placement should utilize multiple assessment methods.