Scripted or non-scripted: A comparative analysis of two reading programs.

摘要

The focus of this quantitative comparative study was to analyze school achievement on third-grade reading assessments in 60 similar schools over a three-year period on Washington state standardized criterion-referenced assessments. This study provides statistical data showing the non-scripted programs were consistent for all three years while scripted programs were consistent for two years with achievement dropping during the third year of the study. Data was collected for the 2009-10, 2010-11, and 2011-12 school years in the state of Washington. The criterion-referenced assessments utilized in the state of Washington have received a "Fully Approved" rating from the United States Department of Education. Quasi-experimental research using archival data was chosen as valid and reliable data over an extended period of time in established districts. These data have been collected, processed, and reported in controlled conditions. Assessments were extensively reviewed prior to student exposure, the environment in which the assessment was given was monitored, and collection and reporting procedures followed a set protocol.