Search

Reading proficiency scores are the topic of many discussions in school districts nationwide. Low state test scores and current Science of Reading Research are driving many states to enact legislation to improve reading instruction. In order to better understand literacy instruction, a literature review explores the varied approaches to reading instruction used in schools over the last fifty years, showing the evolution from the Whole Language Philosophy to the current research-based body of work known as the Science of Reading. Explanations are provided for the instructional components of the two major instructional frameworks used in literacy instruction today, balanced and structured literacy, and discuss other study's findings about their effectiveness in increasing reading proficiency. This study aims to determine if a comprehensive reading program, combining structured and balanced literacy elements, can improve an elementary school's reading proficiency scores. It combines a program evaluation approach with a qualitative evaluation to seek results on the program's intended and unintended outcomes. The study evaluates the reading growth of the entire school population and its state-identified subgroups: economically and non-economically disadvantaged students, regular education learners, special education learners, Early Intervention Program learners, and gifted learners. Study findings show statistically significant growth among two learner categories: economically disadvantaged learners and learners in the Early Intervention Program. While some of the study's findings are promising, further research is needed in this area to determine the effectiveness of the components of balanced and structured literacy for each state-identified subgroup to fully determine the effectiveness of this instructional approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]