Date of Graduation
College of Education and Human Services
Curriculum & Instruction/Literacy Studies
This study examined the reading instructional leadership practices of 56 principals in West Virginia K-5 public elementary schools. The purpose of this study was to compare the reading instructional leadership practices and professional development of 40 Reading First principals with 40 non-Reading First principals in West Virginia. The study also compared the percentage of students who have scored mastery or above as measured by the third grade Reading/Language Arts West Virginia Educational Standards Test (WESTEST) in the years 2005, 2006, and 2007. An electronic survey with Likert-type items was distributed to all 40 Reading First Principals and 303 K-5 public elementary principals in West Virginia. There was a 70% response rate from the Reading First Principals. The survey was a self-reporting, web-based survey, developed utilizing Survey Monkey. Study results reveal that reading First Principals were better Resource Providers than non-Reading First Principals. Additionally, Reading First Principals support reading professional development activities for teachers at the school level at a statistically significantly higher rate than did the non-Reading First. Finally, there was no statically significantly impact on student achievement as measured by standardized test scores in the Reading First Schools.
Lewis, Robin J., "Elementary Principals as Reading Instructional Leaders in Selected West Virginia Schools" (2011). Graduate Theses, Dissertations, and Problem Reports. 3030.