Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Curriculum & Instruction

First Advisor

Joseph Corbeil

Second Advisor

Ming-Tsan P. Lu

Third Advisor

Karin Ann Lewis


This study examined the reading performance data for a grade level of fifth graders using the Web-based Accelerated Reader assessment program. Based solely on student archival data, this study focused on the hypothesized relationship between the volume and complexity of quizzes taken from books read using the Accelerated Reader assessment program and academic performance on the state’s standardized reading achievement portion of the State of Texas Assessments of Academic Readiness (STAAR) test. An independent sample t – test was also performed to investigate if there were any differences between the gender, language, and socioeconomic status of the subgroup populations. The analyses were conducted from the student archival data of the academic year 2021-2022 from an elementary school located in the South Texas region. It was a quantitative study of archival data collected as part of the typical educational operation of the school from the entire fifth-grade level of five intact or self-contained Bilingual classrooms. The data was from a group of one hundred thirty fifth grade students of predominantly Hispanic ethnicity enrolled for the school year. The results from the analyses revealed a positive correlation between the volume of reading (i.e., number of words, books, and nonfiction books read), the complexity of reading (i.e., percentage of quiz scores, points earned, and the book grade levels read) of the Accelerated Reader assessment program and the reading achievement scores of the STAAR test. Furthermore, the results indicated mean differences for the gender and language (bilingual and not bilingual) groups in the performance data of the Accelerated Reader variables with the exception of the percentages of nonfiction books read. However, the book grade level variable showed no mean differences for the language group, whereas it was marginally different for the gender groups. The independent language and socioeconomic status groups had significant differences in the STAAR test. The females, the nonbilingual group, and the not economically-disadvantaged groups outperformed their counterparts in their corresponding significant mean differences reported.


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