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Reading is one of the most critical skills that students learn in their first few years of education. A strong foundation in reading at the early childhood level can promote success in the rest of schooling and beyond. This is especially true for children of poverty; reading abilities and the strong education that follows provide students with opportunities to break the poverty cycle. The importance of reading achievement has a political dimension, as demonstrated by Ohio’s Third Grade Reading Guarantee. This legislation, which has many implications in education, requires that all third grade students who do not pass the Reading section of the Ohio Achievement Assessment must be retained until they are on reading level. In order to prevent this retention, teachers may choose to implement a reading intervention program with students who are at-risk of retention in third grade. The Ohio Department of Education provides districts with research-based reading instructional programs that may be implemented with these students. The list includes Reading Recovery and Orton Gillingham, two reading programs that use different approaches to literacy instruction. The research conducted in this study looks into the factors affecting a low-income school’s decision to select one of these two programs. The research follows a dual case study format, in which interviews were conducted with principals and teachers in the selected high poverty schools. The interviews, along with collected data about these schools and the two programs, provide an illustration of how the Third Grade Reading Guarantee is affecting curriculum, as well as how schools are choosing these reading programs in accordance with the new legislation. The research provides valuable information for low-income schools in this selection process for choosing the appropriate intervention for their struggling readers.
Mary Catherine Sableski
Primary Advisor's Department
Stander Symposium poster
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Auletto, Kathryn C., "Reading Interventions in Relation to the Ohio Third Grade Reading Guarantee" (2015). Stander Symposium Posters. 656.
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