The Development of Deviant Behavior in Adolescents: The Influence of Student Characteristics and School Climate

This research explored the relationship of the Reading First Initiative (RFI) in terms of its impact on students' early reading development K--3 and teachers' delivery of instruction.

Extant test data were used to establish quantitative data.

Direct observation utilizing a checklist consisting of five categories---management, environment, setting the stage for reading, building reading knowledge, and extending reading knowledge---established qualitative data.

Expanded field notes provided additional qualitative data.

In this study, findings revealed that the RFI significantly impacted student achievement and teacher delivery of early reading instruction (K--3).

There was a causal relationship between the RFI and increased students' test scores in five reading components: phonemic awareness, phonics, vocabulary, fluency, and comprehension.

Findings also revealed that teachers systematically and explicitly delivered instruction which may have subsequently impacted students' performance.

There seems to be a causal relationship between teacher delivery of instruction and student achievement.