Reading specialists and the reading achievement of middle school students

Abstract

This study examined the effect of a reading specialist on the reading achievement of middle school students. The population for the study was all schools in Georgia that housed at least grades seven and eight. Principals of middle schools with a reading specialist were asked to complete, or have the reading specialist complete, an on-line survey. Survey items focused on the certification, roles, and type of service delivered by the reading specialist (in-class, pullout, or staff development). In middle schools without reading specialists, the principals were asked to provide the information by email. The study found a statistically significant difference between the reading achievement scores of students in middle schools with reading specialists and those without reading specialists. Reading achievement scores were higher in schools with reading specialists. There was no statistically significant difference in the achievement scores of students in schools with reading specialists based on the role of the reading specialist or based on the type of certification held by the reading specialist.