Date of Award

Fall 10-28-2024

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Jason Burns, PhD

Committee Member

Daniel Gutmore, PhD

Committee Member

David Reid, PhD

Keywords

science of reading, reading curriculum, district size, first-grade reading, chi-square analysis

Abstract

Abstract

This dissertation investigated the extent to which five dependent variables were included in the first-grade reading curriculum and whether district size played a role in their inclusion. This study’s mixed-methods approach incorporated descriptive statistics, histograms, confidence intervals, and chi-squared analyses to assess curriculum patterns across small, medium, and large districts. The research also explored the relationship between district size and the consistent inclusion of key instructional variables related to the science of reading. Findings suggest that, although not statistically significant, district size plays a potential and has a consistent role in the implementation of these five variables. Medium-sized districts are more likely to include evidence-based reading practices for more than half the school year compared to smaller districts. Confidence intervals highlighted variability in the inclusion rates across districts, and chi-squared analyses revealed near-significant trends, pointing to differences in how frequently variables were included in curricula based on district size. Furthermore, the analysis suggested that certain variables related to phonemic awareness and comprehension were more significantly inconsistent in smaller districts. These findings contribute to ongoing discussions about the challenges of uniformly adopting science of reading (SOR) practices across districts in New Jersey. This study’s findings also highlight the importance of professional development, leadership stability, legislative change, and curriculum alignment with research-based reading instruction. Recommendations for future research include further examining the barriers to curriculum consistency and the impact of teacher training programs on the implementation of evidence-based reading practices. This study contributes to the growing body of literature aimed at improving early reading outcomes by providing evidence that district size may influence the effectiveness of reading instruction. It underscores the need for targeted support to ensure that all students, regardless of district size, receive a strong foundation in literacy.

Keywords: science of reading, curriculum implementation, district size, first-grade reading, chi-square analysis, phonemic awareness, phonics, reading comprehension, fluency, vocabulary

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