Reading Improvement in Third Grade Students Applied Dissertation Proposal for the Degree of Doctor of Education Making resources available to the third grade students and teachers lends itself to the appropriate data, types of instruments, and instructional strategies used to enhance education. Wilson School leaders are getting acquainted with reading resources that are beneficial in order to provide teachers with test data, reading instruments, and specific strategies to assist them in raising

Recent reviews of research on summer school show that high quality programs can make a difference in student learning (Harrington-Lueker, 2000). Results of the research point to programs that focus on corrective or accelerated learning have a positive consequence on student learning. There is significant evidence that summer school can help bring many struggling students up to grade level and prevents loss of learning with many others (Denton, 2001;

The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &

Moreover, if a student asked to be transferred to a mainstream class he or she did not receive approval. Errors in the U.S. school system have made it possible for African-American students to be involved in bilingual classes. So far, nothing seems to be out of the ordinary, but the strange thing is that they've been put to learn alongside Chinese speaking students also involved in bilingual programs. The

According to Flynn (2004), rehearsals and performances of CBRT scripts can help increase students' abilities to read the text fluently. "Fluent readers read aloud smoothly and with expression. They recognize words and understand them at the same time. Reading educators emphasize the importance of fluency -- the ability to read a text accurately and with the appropriate speed. Because there is a close relationship between fluency and comprehension, fluent readers

standardized tests and there is math association with the results. On the other hand informal reading assessments do not have the same formal data requirements and is based more on performance. These two kinds of assessments will be critiqued in this paper. Formal Reading Assessments Parents should know and understand not only why their children are being accessed, but through which process the assessment is being conducted. The more parents are