Evaluation of a Reading Program Tri Valley Central School Grahamsville, New York

Abstract

The purpose of this study was to evaluate the effectiveness of a new modified-Joplin-style reading program for intermediate grade students. Under this program, teachers sorted the children into groups by reading level, rather than by age/grade level. The smallest group consisted of seven members and the largest consisted of thirty. Teachers then engaged students in one hour of reading instruction every school day, with an additional half hour allotted to cultivate free reading habits. The program emphasized reading as a fun, leisure activity and focused on entertaining texts. Results for the program were mixed. The research evaluated the program on 41 criteria in five categories, and found that the new reading program either out-performed or was equal to the previous program in each category. However, the researcher also found that the new program had mixed results in improving students’ reading comprehension scores on standardized tests, as well as their tracked progress. Nonetheless, both students and parents expressed positive opinions of the program and its promotion of reading as an enjoyable activity. The researcher concludes that the program is a relative success and makes a number of suggestions to further improve its efficacy at the school.