This study was needed to determine if the Accelerated Reader (AR) program made a positive impact in schools, which were attempting to increase student achievement in reading. The purpose of this study was to determine if students who received reading instruction supplemented with the AR Program achieved higher reading scores as measured by the…

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…

A study investigated the effects of S2RE, a metacognitive learning strategy, on the reading comprehension of second-, third-, and fourth-grade students, and evaluated its effects on the metacognitive knowledge of third- and fourth-grade students. Pretest and posttest reading comprehension scores for 218 students from a Mississippi delta school…

This study examined the attitudes and perceptions of teachers using the whole language approach to teaching reading with those of teachers using the basal approach. Specifically, attitudes were compared based on teachers' instructional selection, district mandates, and personal demographics. Data on attitudes and opinions concerning the teaching…

Describes the successful use of the beginning reading program called Sing, Spell, Read, and Write (SSRW) in Aberdeen (Mississippi) elementary schools. Using a whole language rather than basal reading approach and emphasizing phonics and total immersion, SSRW has been instrumental in dramatically improving achievement test scores and in combating…