Digital Reading Programs in Georgia: An Elementary Curriculum and Standards Analysis

• In Event: Instructional Planning and Implementation

Abstract

This study explored the alignment of two digital reading programs used in Georgia with the state's instructional reading standards. Many commercial curricula fail to support students in meeting state and national assessment outcomes. The research questions addressed were: How do these programs align with the Georgia English Language Arts Standards, and to what extent? Using content analysis, the study employed enumerative and thematic analysis to evaluate the data. Findings revealed that while some digital activities fully aligned with state standards, others showed partial or no alignment. Implications include the need for supplemental resources, professional training, and improved instructional support. Recommendations for improvement include ensuring full alignment with standards. Future research should investigate other digital reading programs and higher-level educational support.

Authors

• BryAndra R. Bell, Mercer University

• Karyn A. Allee, Mercer University

• Vicki Luther, Mercer University

• Lucy Bush, Mercer University