Evaluating the Relationship Between Retrieval Practice, Spacing and Interleaving, and Feedback-Driven Metacognition Tools for Learning and the Academic Achievement of Students Living in Poverty

This study evaluated the relationship between learning tools such as retrieval practice, spacing and interleaving, and feedback-driven metacognition tools for learning and the academic achievement of students living in poverty as measured by reading pre and post -assessments. This study utilized a quantitative approach using a between-subjects design to determine if the learning tools have an impact on student reading achievement. Additionally, this study explored if a positive interaction between learning tool conditions and the reading achievement of third grade students pre and post reading assessments would be evident. At the conclusion of this study, a factorial analysis of variance was used to analyze the relationship between the learning tools and the reading achievement of the 32 participants identified as impoverished and enrolled in a southeastern North Carolina elementary school. A positive, yet not statistically significant, impact on the reading achievement of students of poverty is evident from the implementation of the learning tools. Educators of impoverished students have additional research -based strategies that demonstrate a positive impact to help increase literacy rates among their students and break the cycle of poverty.