Date

6-8-2023

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Rebecca Lunde

Keywords

literacy, fluency, strategies

Disciplines

Education

Abstract

The purpose of this quantitative, casual-comparative study was to determine if there is a difference in reading fluency scores among students in grades kindergarten through second grade using the Istation reading program. The importance of the study focused on the link between student’s oral reading fluency and overall reading comprehension. This study focused on approximately 3,000 kindergarten through second grade students from a total of nine elementary schools in central North Carolina. Three schools were located in a rural area of the community, three from an urban area and three from a suburban area. The data from students beginning of year Istation scores and middle of year Istation scores were analyzed using an ANCOVA statistical comparison. The results for the first hypothesis showed that there was a significant difference between the rural group and suburban group and the rural group and urban group. However, there was not a significant difference between the urban and suburban groups. The results for the second hypothesis showed there was a significant difference between the rural group and suburban group and the rural group and urban group. However, there was not a significant difference between the urban and suburban groups. For the third and final hypothesis the null hypothesis was accepted. The conclusion from the study showed there to be a significant difference between a student’s school location and testing scores. Further recommendations include additional studies that could be conducted centering around comparing students’ mid-year scores to their end of year scores as well as locations in other areas of the United States to determine any correlations.

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