It has been more than twenty years since the National Reading Panel Report (2000) provided recommendations for the teaching of reading based on a meta-analysis of suitable research. The report was commissioned at the end of the 1990s, just as the "whole language" reading movement that advocated for analytic phonics instruction and having…

The purpose of this quantitative study was to examine the effects, if any, of a supplemental phonics curriculum, Saxon Phonics, on the reading achievement of first-grade students in one mountain-west, semirural, school district. The design was casual-comparative and ex post facto, and answered the questions: (1) Do students taught using a…

This convergent parallel mixed method sought to determine if the reading program increased third-grade student achievement. The research questions of the study examined the reading achievement scores of third-grade students and the effectiveness of McGraw-Hill Reading Wonders™. Significant differences were observed when a paired sample t test…

"Open Court Reading"[c] is a core reading program for grades K-6 developed by SRA/McGraw-Hill that is designed to teach decoding, comprehension, inquiry, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading…

The purpose of this study was to compare the impact of reading programs of students who used the Reading Program One, Reading Program Two, and Reading Program Three reading programs and those students who were taught using no basal reading program in North Mississippi. The study also assessed teachers' perceptions of the various reading programs…