Improving Reading Success for 1st and 2nd Grade Students Through Teacher Training and Accountability Using Evidence-Based Assessment and Instruction

Abstract

The researcher implemented structured literacy on a primary campus with 1st and 2nd grade students and measured reading growth during the school year. The study began by measuring teachers’ initial knowledge of basic language constructs and providing training in structured literacy that would be implemented during the literacy block each day. The teachers received ongoing support and job-embedded professional development while providing evidence-based instruction to students. The students’ reading growth was measured and analyzed six times during the year using STAR Renaissance and STAR Early Literacy assessments; and as the data indicated, students were moved to different tiers within a 3 Tier Response to Intervention model. After a posttest survey was administered to teachers at the end of the year, paired samples t tests were utilized to measure growth in teacher knowledge of basic language constructs and also student reading achievement. The tests showed that both measures increased significantly after the implementation of structured literacy.