College for Professional Studies
Master of Education
School of Education and Counseling
Thesis - Open Access
Number of Pages
While the methods of teaching reading are constantly changing due to advancements, the purpose of this research has been to determine the effectiveness of two particular reading methods that are currently being practiced. The "scientifically based" reading program demands explicit and systematic instructional strategies as outlined in the No Child Left Behind Act-Reading First Grant while the optional reading method allows the teacher to selected reading material, time allocations, and reading techniques based on local objectives and expectations (Nevada Reading First). Based on a questionnaire, which examines teacher's perceptions of their reading program, this project compares both advantages and disadvantages of a scientifically based reading program with that of an optional reading program. Results showed that neither program is more effective, but that each contains advantages and disadvantages to be considered. It is recommended that further research, investigating student test scores as well, be conducted.
Date of Award
© Christine Donner
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Donner, Christine, "Teacher's Perceptions of a Scientifically Based Reading Program Compared to an Optional Reading Program" (2006). All Regis University Theses. 261.