A Comparison of How Schools Diagnose and Support Growth in Reading for Third Grade Students

Abstract

The purpose of this study was three fold. First examined was how reading abilities are identified in typical third grade classrooms. Secondly, approaches, strategies, and instruments classroom teachers, remedial reading specialist, and special education teachers (reading facilitators) use to support growth were investigated. Finally, school districts were compared with each other. Forty-six third grade reading facilitators were surveyed with a researcher-made instrument that included eighty-five items and four open-ended questions. Data was gathered in frequency tables from the twenty-six surveys that were returned. The survey data displayed that reading facilitators use a wide variety of elements to diagnose reading abilities and support growth in their' student's reading throughout the school year. Most commonly they use informal test and observations when first evaluating student ability. Later they gather information by using informal observations, criterion referenced test, and running records among other diagnostic tools. These reading facilitators also use diverse approaches, techniques, and strategies when supporting growth of their students.