The Effectiveness of an Integrated Curriculum on Literacy Achievement Among First Graders

Abstract

The purpose of this study was to investigate the effectiveness of an integrated curriculum on literacy achievement. Twenty-four first graders from western New York elementary schools were the subjects of this research study. Twelve of the students received an integrated curriculum approach for first grade, while the other twelve did not. An integrated curriculum model is an interdisciplinary approach to guiding learners, accessing multiple intelligences through thematic curriculum, utilized by all teaching professionals. All twenty-four students also received supplemental Reading Recovery instruction. Running reading records and written vocabulary lists from all twenty-four students were analyzed over a twelve-week period to assess whether or not an integrated approach model increased literacy growth among these students. The research hypothesis stated that with an integrated curriculum, students' literacy levels would increase. A t test was used to compare the change in reading levels of the two groups. A 95 % confidence level was chosen to report the data. According to the data from running records of reading levels, there was not enough evidence to support the hypothesis, as the p value was 0.054 using the 95% confidence level. However, a second t test was calculated to examine the change in word count. This analysis concluded that there was enough evidence (p = 0.006) to support the research hypothesis.