Date of Award

Spring 2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Randall Parker

Abstract

The purpose of this study was to determine the effect of a District-Wide Literacy initiative that implemented the 18 literacy strategies and Silent Sustained Reading activities incorporated in the 2008 Revised Louisiana Comprehensive Curriculum on English/Language Arts standardized test scores. Standardized test scores were obtained for seventh and eighth grade students from a control group (n=204, 2006-2008 tests administrations) and an experimental group (n=185, 2008-2010 test administrations). An Analysis of Variance was used to determine significance (p <.05) with regard to the 2 (year) x 2 (group) research design. As a result of the statistical data analysis, the following is a summary of the findings: (a) there was a significant effect on achievement by both groups between the first (seventh grade) and second (eighth grade) years. Multiple years of literacy instruction appear to have an effect on the overall student performance and on performance on each of the six strands with regard to second (eighth grade) year achievement; (b) there was a significant effect on literacy with regard to one of the six strands (Strand 4: Locate, Select, and Synthesize Information); and, (c) there was a significant interaction effect (year x literacy) for three of the six strands (Strand 1: Read, Comprehend, and Respond; Strand 4: Locate, Select, and Synthesize Information; and, Strand 6: Apply Reasoning and Problem Solving Skills). Results and recommendations from this study can be beneficial to policy makers, administrators, and teachers with regards to (a) proper program planning and implementation, (b) sustained implementation over time, and (c) selection of literacy strategies to support reading and writing achievement.

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