Honors College Theses

Publication Date

2024

Major

Elementary Education (B.S.Ed.)

Document Type and Release Option

Thesis (open access)

Faculty Mentor

Sally Brown

Abstract

The reading achievement gap is generally identified as the increasing disparity between higher-level students and lower-level students within the same grade or school level. Student data presented in the form of secondary reading assessment scores were analyzed for the state of Georgia, as well as nationally, for student achievement regarding reading skills in public schools from grades 3-5. Interviews conducted with educational professionals were conducted to reveal anecdotal manifestations of what the presented data looks like in terms of student ability, and how the teaching practice has reacted to such manifestations. The evaluation of these consistencies and explanations given to provide causes for the data trends resulted in inconclusive results as to whether practical changes can be enacted to improve student literacy performance from within the school environment, or direct instruction. However, suggestions for practical applications to assist current student reading skills, as well as suggestions for future research, were developed in addition.

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