Instructional methods and differences in student achievement in beginning reading skills

Vickie Hiatt Williams

Abstract

The primary purpose of this study was to determine if there are differences in student achievement as measured by a computer assisted instructional evaluation among elementary students receiving multiple methods of reading instruction versus those receiving traditional methods of reading instruction and are these differences related to the variables of race, gender, socioeconomic status, and mother's educational level. The results were based on the criterion variable of reading achievement on the Terra Nova survey battery test for the 1999-2000 and 2000-2001 school year. The subjects in this study were 122 students who met the selection criteria of being enrolled in the same elementary school for the 1998-1999, 1999-2000, and 2000-2001 school years. The subjects completed an initial placement program on the computer assisted instruction program to assess the subject's year and month of grade level for reading ability before instructional methods were introduced. The five hypotheses were tested using the techniques of t tests, hierarchal multiple regression, and factorial ANOVA. The major conclusions of this study were as follows: (1) Both the regression and ANOVA analysis indicated that the reading instructional intervention does not predict reading achievement differences between School A and School B. (2) The socioeconomic status did show a small statistical reference to reading achievement difference It should be noted that there were uncontrolled variables in this study that could have impacted the results. Those uncontrolled variables are teacher preparation and influence, student mobility, and student motivation.