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Recommendations for Solving the Problem of Low Reading Scores for Third Grade
Students at David G. Sanchez Elementary in Texas
by
Ana I. Olivares
An Applied Research Study Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Education in Educational Leadership#
School of Education, Liberty University
2025
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Interview Questions Assignment
Central Research Question
How can the problem of low Reading scores for students in third grade at David G. Sanchez
Elementary School in Texas be solved?"
Interview Questions
1. To what extent has continuous low reading skills affected students in third grade
elementary post-pandemic outbreak?
The question will examine the factors and claims if the pandemic outbreak still bears responsibly
of low reading skills at the elementary level. The question will assess and determine if four years
later, there is still learning loss due to the interference of schooling that occurred in the spring of
2020 through 2021. According to the Atlanta Journal-Constitution, the journal claimed that it is
impossible to attribute a third-grader's lack of reading skills to the coronavirus outbreak.
However, the parent's lack of concern for the child's future can be held accountable.
Additionally, the use of more artificial intelligence programs in schools will not assist a third-
grader who is illiterate, despite what some have suggested (2024).
2. To what extent does race and ethnicity affect low reading skills for students in third
grade?
The question will look and assess whether the post-pandemic would exacerbate already-existing
racial and economic inequities in education. According to the Atlanta Journal-Constitution,
education specialists predicted that academic success gaps between low- and high-income
elementary school kids would increase dramatically by the spring of 2021, with potential
ramifications in subsequent years (2024). Furthermore, Kuhfeld et al. found a significant
worsening of achievement gaps among low socioeconomic kids following the pandemic
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breakout (2022). This is corroborated by Gay et al.'s (2020) study, which found that pupils from
low-income back grounds performed lower on reading tests and had reading deficiencies, than
students from nearly-poor families.
3. To what extent do low reading skills have an impact for elementary students in low-
income school districts?
The question will examine low reading scores in low-income school districts and a correlation
with race/ethnicity. A study undertaken in the state of Michigan found that the epidemic had a
substantial impact on Michigan's students, with more struggling with reading in third grade than
before, necessitating greater investment and support to help students recover academically. The
study also included roughly 15% of tested Black third graders, 7% of Latino children, 9% of
economically disadvantaged pupils, and 11% of students with impairments who were eligible for
retention. These students demonstrated much higher retention eligibility rates than their
counterparts. According to the report, Black kids are "4.5 times more likely" than white students
to be retention-eligible, and economically disadvantaged children are similarly "4.5 times more
likely" than their more privileged peers (MICHIGAN THIRD GRADERS FLAGGED).
4. To what extent does low parental engagement and low reading skills affect third grade
students?
This question will examine the correlation of low parental engagement and low reading skills. In
a study conducted by Aleman (2021) investigated whether the degree of classroom reading
instruction students received at school had an impact on the degree of correlation between grade-
level reading proficiency and low-income parents' involvement. According to the study, parent
involvement can help kids improve their reading abilities and recognize the importance of
education. Some low-income parents' incapacity to be involved in their children's education can
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negatively impact their reading proficiency. Furthermore, parental participation can improve
students' reading skills, albeit the impact may differ based on classroom activities, according to
Gay et al. (2020).
5. To what extent does external and internal environments affect reading skills for students
in elementary?
This question will examine if internal and external environments can be used to indicate reading
skills in children. According to Leve et al. (2022), claimed that genetics indicated children's
reading proficiency is partially controlled by their genes, however treatment studies showed that
environmental adjustments can increase reading competence. In summary, the longitudinal study
found that, while the pupils were adopted and the sample group had a reading proficiency
correlation similar to their biological parents, external environment adjustments such as parental
or guardian involvement did increase reading skills. Though the study found that adoptees'
reading scores showed a stronger correlation with their biological parents than the adoptive
parents, external factors such as parental engagement indicated greater significance.
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References
Aleman, M. K. (2021).#The Relationship Between Summer Experiences and Family Involvement and
Fourth-Graders’ Reading Achievement: A Secondary Data Analysis%(Order No. 28928205).
Available from ProQuest Central; ProQuest Dissertations & Theses Global; Social Science
Premium Collection. (2617309985). https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/dissertations-theses/relationship-between-summer-experiences-
family/docview/2617309985/se-2
Gay, B., Sonnenschein, S., Sun, S., & Baker, L. (2020). Poverty, Parent Involvement, and Children’s
Reading Skills: Testing the Compensatory Effect of the Amount of Classroom Reading
Instruction.#Early Education and Development,#32(7), 981–993.
https://doi.org/10.1080/10409289.2020.1829292
Kuhfeld, M., Soland, J., & Lewis, K. (2022). Test Score Patterns Across Three COVID-19-Impacted
School Years. Educational Researcher : A Publication of the American Educational Research
Association., 51(7), 500–506. https://doi.org/10.3102/0013189X221109178
Leve, L. D., Harold, G. T., Neiderhiser, J. M., Natsuaki, M. N., Shaw, D. S., Ganiban, J. M., & Reiss, D.
(2022). The Potential of Children’s Rearing Environment to Overcome Genetic Propensity for
Low Reading Achievement. Mind, Brain and Education : The Official Journal of the
International Mind, Brain, and Education Society., 16(4), 352–359.
https://doi.org/10.1111/mbe.12332
Low reading scores can't be blamed on COVID-19. (2024, December 29).#Atlanta Journal-
Constitution#[Atlanta, GA], A22.#https://link.gale.com/apps/doc/A821747311/GBIB?
u=vic_liberty&sid=summon&xid=9c36e78b
