Factors Associated With Reading Achievement of Fifth Grade Special Education Students in a Regional and a National Setting

Date of Award


Degree Type


Degree Name

Doctor of Education (EdD)


Educational Studies and Research

First Advisor

David E. Lee

Advisor Department

Educational Studies and Research


This research project measured teachers' perspectives of both planning instruction and consultation/collaboration as they related to fifth grade special education students in both a regional and national setting. Data selected from the Early Childhood Longitudinal Study of 1998-99 (ECLS-K), specifically the ECLS-K Fifth Grade Spring 2003-04 were used in the present study. The estimated number of fifth graders was 1,031. In the regional sample, 30 teachers participated in completing the ECLS-K Fifth Grade Spring 2003-04, Fifth Grade Teacher Questionnaire. A one-sample t-Test was conducted to evaluate differences in Research Question 1 and Research Question 2 that specifically measured whether teachers' perceptions of planning instruction and consultation/collaboration are perceived as important to fifth grade special education students in both the regional and national cohorts, with a significant difference noted in both samples; specifically the regional mean sample significantly higher for both planning instruction and consultation/collaboration. A hierarchical regression was also conducted in the national sample. The linear combination of SES, race and gender primarily and teachers' instructional planning and consultation/collaboration secondarily, statistically significantly predicted the reading achievement of fifth grade special education students. Recommendations for future research in the area of special education students with respects to reading and achievement could analyze other factors perceived by teachers as important in special education students; extending to a larger sample size that are diverse in their supportive services.