Childhood Trauma and Reading Accuracy in Fifth Grade Students


Author/Creator ORCID





Masters of Education

Citation of Original Publication


This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email


The purpose of this study was to examine the impact of childhood trauma on the reading performance of students enrolled in a fifth-grade classroom. It was hypothesized that students in a fifth grade Language Arts class who had experienced childhood trauma would demonstrate deficits in reading accuracy as compared to a control group of students who had experienced no childhood trauma. This study used a descriptive design that took place over a two-week period. A Screening Checklist that was developed by The National Child Traumatic Stress Network was used to identify students who had experienced trauma. The findings from this study indicated no statistically significant results, therefore the null hypothesis that there was no impact of trauma on student’s reading achievement was not rejected.