The effects of a basal reading program on reading achievement in selected Tennessee schools
The purpose of this study was to determine the effect of a research-based basal reading program on reading achievement in Tennessee schools. The mandates of NCLB require school systems to adopt research-based curricula that are focused on the five components of a balanced reading program. This study examined the reading program used by the Fayetteville City Schools and Lincoln County Schools. Student data from the 2000 and 2004 administration of the TCAP achievement test were used. The study sample (N = 1596) included third and fifth graders in both systems with a total of 845 students from the 2000 test administration and 751 students from the 2004 test administration. System demographic variables included ethnicity, gender, socioeconomic status, and special education status. Student reading achievement scale scores from the TCAP testing were also used. An analysis was conducted to determine if gains were made in reading achievement between the 2000 TCAP test administration (before the implementation of the research-based curriculum) and the 2004 test administration (after its implementation). The findings were as follows: (1) There was a statistically significant gain in reading achievement for special education students. However, general education students had no significant gains since the implementation of the research-based curriculum. (2) There was no statistically significant gain in reading achievement since the implementation of the research based reading curriculum in 2001. (3) There was no statistically significant gain in reading achievement for the different ethnic groups. (4) There was no statistically significant gain in reading achievement for the different socioeconomic status groups. (5) There was no statistically significant gain in reading achievement for males and females. It is recommended that school systems provide adequate training on new reading curricula when it is introduced into the school system. School systems should also determine in what setting their special education students are being served with the basal reading curriculum. All new basal reading programs should be properly researched before school systems make the determination to purchase the programs. ^
Bridgette Crawford Jones,
"The effects of a basal reading program on reading achievement in selected Tennessee schools"
ETD Collection for Tennessee State University.