DEVELOPING A PROGRAM TO IMPROVE READING INSTRUCTION AND ACHIEVEMENT AT J. GLENN EDWARDS ELEMENTARY SCHOOL

ABSTRACT Natalie P. Kelly, DEVELOPING A PROGRAM TO IMPROVE READING INSTRUCTION AND ACHIEVEMENT AT J. GLENN EDWARDS ELEMENTARY SCHOOL (Under the direction of Dr. William A. Rouse). Department of Educational Leadership, March 2019. The reading deficiencies of 21st century students in today’s classrooms are challenging our public school system and resulting in a national epidemic for the improvement of reading instruction and learning. Specifically at J. Glenn Edwards Elementary School (JGEES) in Lee County, NC the reading problem could not be ignored as the school was performing below the state and district averages. Therefore, this study was conducted to improve reading instruction and achievement at JGEES through the utilization of Improvement Science and the Plan, Do, Study, Act (PDSA) Cycle. The literature research and the stakeholder’s input led to the development and implementation of the E-Trifecta: Engaging, Encouraging, and Empowering, Reading Program at JGEES for the purpose of improving reading. The program consisted of high engagement techniques with technology integration and high yield exemplary best practice instructional strategies. The full implementation of the E-Trifecta Reading Program in grades three through five at JGEES resulted in improved reading achievement scores as evidenced by the 1.3% increase in third grade, the 0.2% increase in fourth grade, and the 2.7% increase in fifth grade, from October 2018, to January 2019. Furthermore, a comparison of the prior year assessment scores from January 2018, to the current year assessment scores of January 2019, revealed a greater increase in reading achievement with third grade improving 9.9%, fourth grade improving 3.6%, and fifth grade improving 4.5%. The study results indicated that the implementation of a reading program centralized on engagement, encouragement, and empowerment with the use of technology and high yield exemplary best practices will result in improved reading instruction and reading achievement scores.

Department dc:contributor.department

Education

Grantor dc:publisher

East Carolina University

Year dc:date.issued

2019

Author dc:creator

• Kelly, Natalie Putnam

Advisor dc:contributor.advisor

• Rouse, William

• Reading Program

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/10342/7192

OAI identifier oai:identifier

oai:thescholarship.ecu.edu:10342/7192