AN EXPLORATORY STUDY OF HOW COMMON LITERACY ASSESSMENTS IMPACT THE LITERACY SKILLS OF STUDENTS TRANSITIONING FROM SECOND TO THIRD GRADE

Abstract

An increased accountability in literacy performance for third grade students drew statewide attention in North Carolina upon the implementation of the Read to Achieve Law. Elementary educators have worked to implement this mandate by monitoring the state’s reading curriculum, instruction, assessments, and approaches to educating students. This study investigated the impact of common literacy assessments on the literacy skills of students transitioning from second to third grade. This research was conducted using a case study approach, with a primary use of the qualitative method. A small quantitative method was blended by review of the student data. The setting was two elementary schools in a small, low-wealth district in northeastern North Carolina. The participants included the second and third grade teachers and principals. The teachers were led in grade level focus group sessions and the principals were interviewed individually. The responses from all focus groups and interviews were recorded and transcribed. A variety of student test data, teacher surveys, and other documented collections were observed and analyzed. Tables and charts were constructed to outline the student data and to record the trends. The results of this study are consistent with previous research on this topic, indicating the significance of using common literacy assessments to enhance third grade literacy skills, literacy performance, and providing the foundational skills students need to be effective readers. This study may provide elementary educators further insight on the assessment cycle between second and third grade and how it supports the implementation of the Read to Achieve law.