The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive Assessment Program (TCAP) for sixth-grade students. The four reading methodology groups were: developmental reading, literature-based reading, Accelerated Reader program, and Accelerated Reader program with vocabulary study. The sample included 236 students in one middle school located in Northeast Tennessee during the 2004-2005 school year. Comparisons were made using TCAP criterion-referenced test reading/language arts scores, TCAP proficiency levels for content, meaning, and vocabulary categories for 2005, and pretest and posttest scores on the student assessment of reading. Data were analyzed using the Statistical Package for the Social Sciences (SPSS).
The findings indicated significant differences in the reading methodology groups. The developmental group performed much lower than the other three groups. The literature-based group performed much higher than the other groups. Even when the analysis of the gain scores showed no statistical difference among groups, the literature-based group had the largest gain. The students in this study exceeded the state's annual goal of scoring 80% proficient or higher. The literature-based group and both Accelerated Reader groups exceeded the goal by achieving 90% on proficiency levels, whereas the developmental group failed to meet the state's goal in content and meaning but met the goal for vocabulary. Overall, the Accelerated Reader and Accelerated Reader with vocabulary groups were similar across all dependent variables.
","abstract_html":"<p>The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive Assessment Program (TCAP) for sixth-grade students. The four reading methodology groups were: developmental reading, literature-based reading, <em>Accelerated Reader</em> program, and <em>Accelerated Reader</em> program with vocabulary study. The sample included 236 students in one middle school located in Northeast Tennessee during the 2004-2005 school year. Comparisons were made using TCAP criterion-referenced test reading/language arts scores, TCAP proficiency levels for content, meaning, and vocabulary categories for 2005, and pretest and posttest scores on the student assessment of reading. Data were analyzed using the Statistical Package for the Social Sciences (SPSS).</p><p>The findings indicated significant differences in the reading methodology groups. The developmental group performed much lower than the other three groups. The literature-based group performed much higher than the other groups. Even when the analysis of the gain scores showed no statistical difference among groups, the literature-based group had the largest gain. The students in this study exceeded the state's annual goal of scoring 80% proficient or higher. The literature-based group and both <em>Accelerated Reader</em> groups exceeded the goal by achieving 90% on proficiency levels, whereas the developmental group failed to meet the state's goal in content and meaning but met the goal for vocabulary. Overall, the <em>Accelerated Reader</em> and <em>Accelerated Reader</em> with vocabulary groups were similar across all dependent variables.</p>","abstract_has_math":false,"creators":["Lewis, Susan Carol Salyer"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-12-17T08:00:00Z","date_published":"2005-12-17T08:00:00Z","updated_at":"2026-07-24T02:19:43Z","subjects":["Reading Methodologies","Middle School","Adolescent Reading","Accelerated Reader","Education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1074","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Lewis, Susan Carol Salyer"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2005-12-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading Methodologies","Middle School","Adolescent Reading","Accelerated Reader","Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2231/viewcontent/LewisS110705f.pdf","https://dc.etsu.edu/etd/1074"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive Assessment Program (TCAP) for sixth-grade students. The four reading methodology groups were: developmental reading, literature-based reading, Accelerated Reader program, and Accelerated Reader program with vocabulary study. The sample included 236 students in one middle school located in Northeast Tennessee during the 2004-2005 school year. Comparisons were made using TCAP criterion-referenced test reading/language arts scores, TCAP proficiency levels for content, meaning, and vocabulary categories for 2005, and pretest and posttest scores on the student assessment of reading. Data were analyzed using the Statistical Package for the Social Sciences (SPSS).
The findings indicated significant differences in the reading methodology groups. The developmental group performed much lower than the other three groups. The literature-based group performed much higher than the other groups. Even when the analysis of the gain scores showed no statistical difference among groups, the literature-based group had the largest gain. The students in this study exceeded the state's annual goal of scoring 80% proficient or higher. The literature-based group and both Accelerated Reader groups exceeded the goal by achieving 90% on proficiency levels, whereas the developmental group failed to meet the state's goal in content and meaning but met the goal for vocabulary. Overall, the Accelerated Reader and Accelerated Reader with vocabulary groups were similar across all dependent variables.
"]},{"key":"dc:title","label":"Title","values":["Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement."]}]}],"canonical_facts":{"dc:creator":["Lewis, Susan Carol Salyer"],"dc:date.issued":["2005-12-17T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive Assessment Program (TCAP) for sixth-grade students. The four reading methodology groups were: developmental reading, literature-based reading, Accelerated Reader program, and Accelerated Reader program with vocabulary study. The sample included 236 students in one middle school located in Northeast Tennessee during the 2004-2005 school year. Comparisons were made using TCAP criterion-referenced test reading/language arts scores, TCAP proficiency levels for content, meaning, and vocabulary categories for 2005, and pretest and posttest scores on the student assessment of reading. Data were analyzed using the Statistical Package for the Social Sciences (SPSS).
The findings indicated significant differences in the reading methodology groups. The developmental group performed much lower than the other three groups. The literature-based group performed much higher than the other groups. Even when the analysis of the gain scores showed no statistical difference among groups, the literature-based group had the largest gain. The students in this study exceeded the state's annual goal of scoring 80% proficient or higher. The literature-based group and both Accelerated Reader groups exceeded the goal by achieving 90% on proficiency levels, whereas the developmental group failed to meet the state's goal in content and meaning but met the goal for vocabulary. Overall, the Accelerated Reader and Accelerated Reader with vocabulary groups were similar across all dependent variables.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/2231/viewcontent/LewisS110705f.pdf","https://dc.etsu.edu/etd/1074"],"dc:rights":["Copyright by the authors."],"dc:subject":["Reading Methodologies","Middle School","Adolescent Reading","Accelerated Reader","Education","Educational Assessment, Evaluation, and Research"],"dc:title":["Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:19:43Z"}