Theses and Dissertations - UTB/UTPA

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership

First Advisor

Dr. Marie Simonsson

Second Advisor

Dr. Ralph Carlson

Third Advisor

Dr. Hilda Medrano


The National Reading Panel (NICHD, 2000) found that too many children struggle with learning to read. Through a Congressional mandate, the panel identified key skills and methods that were central to reading achievement in the grades kindergarten through third grade. According to the United States Department of Education (USDE) Summary of Discretionary Funds (2008b), over $6 billion were allocated to the schools to implement the research based strategies from 2002 to 2008. States throughout the country showed gains from the states’ first year of implementation to 2008 in grades 1-3 in comprehension assessments. The Reading First: Student Achievement, Teacher Empowerment, National Success (2008) archived governmental document noted that state education agencies reported improvement in third grade. Congress reduced funding in fiscal year 2008 by 61% and eventually discontinued the funding and the reading program. Now that the monies and program are gone, an investigation of Reading First schools in the Rio Grande Valley determined that student reading achievement and implementation of the Reading First practices were functions of funding and campus size in some grades. Additionally, the ANOVAs showed time effect significance in all five measurements: phonemic awareness, graphophonemics, listening comprehension, accuracy, and reading comprehension. Twelve (12) multiple linear regression analyses and fourteen (14) one-way repeated-measures analyses in kindergarten through second grade were conducted.


Copyright 2014 Maria Maricela Rodriguez-Salaiz. All Rights Reserved.

Granting Institution

University of Texas-Pan American