New study shows that students of Walden
teachers make greater gains in reading fluency.
The need for qualified reading teachers is great. To make a tangible difference in the lives of students who need help the most, please consider pursuing a Master of Science in Education with a specialization in Elementary Reading and Literacy from The Richard W. Riley College of Education and Leadership at Walden University.
In a unique collaboration with Tacoma Public Schools in Tacoma Washington, Walden sponsored a study* conducted by Arroyo Research Services that compared the reading fluency of students taught by Walden-master’s-educated teachers with those students taught by non-Walden-master’s-educated teachers.
The study, building from a study conducted in 2003, evaluated three years of data involving 35 teachers and 712 students. Results of the study revealed a greater impact by Walden teachers on their students’ reading success:
- Increased student reading. Students of teachers who graduated from Walden’s M.S. in Education with a specialization in Elementary Reading and Literacy had gains in reading fluency that were on average 4.8 words/minute, or 14%, greater than students of teachers who were non-Walden-master’s-educated teachers.
- Gains were largest in first grade, where students of Walden teachers averaged 5.4 more words per minute than students of the non-Walden-master’s-educated teachers.
- More efficient instruction. The cumulative effect of having a Walden teacher in grades 1-5 would show a gain in reading fluency of 11.6 words/minute—the equivalent of 10.6 weeks, or one-third of an entire school year.
To learn more about Walden University’s online degree programs, or to view the study results in greater detail, please complete the information request form or call 1-888-779-0805. A Walden enrollment advisor will contact you with information about our M.S. in Education with a specialization in Elementary Reading and Literacy or any of Walden’s other M.S. in Education programs.
*According to a 2008 independent study in the Tacoma Public Schools that analyzed data from 2006 to 2008.