Understanding a Title I Reading Program: Literacy Strategies for Struggling Readers in a First and Second Grade Classroom

Abstract

Literacy affects all areas of life, therefore teachers point to it as the most essential building block of early learners. Early intervention and support is key because of the well documented long term effects of children's literacy skills during the critical early elementary years. There are certain predictors of children who are particularly at risk including those from high poverty homes, therefore, No Child Left Behind put into place reading assistance funding and guidelines for schools with lower SES populations in the form of Title I programs. Factors which have been found to impact the effectiveness of Reading Programs include: scientifically based reading strategies which are systematically implemented, teacher knowledge and training, and parental involvement. This qualitative case study is designed to understand the method and role of a Title I reading curriculum, LAP, and professional support and communication at home and school in improving literacy fluency. Participants include 24 students in a 1st and 2nd grade multiage classroom at Stanton Elementary School, but focus on five below-level readers in this multiage classroom. Participants are observed in the classroom and during pull outs for the Reading Program. Interviews with two classroom teachers and the Reading Specialist are also conducted. Data is collected through observations, interviews, and examination of the Reading Program materials and is analyzed in light of prior research. This study found that the Reading Program at Stanton incorporates scientifically-based reading instruction grounded in the work of Reading Recovery and modified to accommodate resources and staffing. Classroom teachers were fully informed in reading instructional strategies and incorporated them into classroom instruction. Findings from this study showed that the largest factor in student success hinges on parental involvement in supporting students reading at home. Although the reading program and its components play a significant role in students' progress, the importance of factors such as classroom teacher's communication and knowledge seemed to pale in comparison to parental support.