Date of Award

Spring 5-11-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Dr. Erin Gillett

Keywords

Middle School, Struggling Readers, Independent Reading, Partner Reading, Engagement

Abstract

Abstract

The purpose of this research was to determine whether reading with a partner coupled with active reading based communication would increase the engagement and achievement of seventh grade READ 180 students. READ 180 was a reading intervention program which consisted of four main components: whole and small group instruction, software, and independent reading. Many students struggled with the independent reading portion of the program, failing to finish books and/or pass comprehension quizzes. During the study, students were assigned a partner. They read together instead of separately during independent reading times. Three primary types of data were collected to monitor engagement and achievement: first, observable student reading behaviors; second, the number of comprehension quizzes passed; third, the number of words read independently. Two secondary forms of data were also examined: the average number of pages read daily and student responses to a post-study survey. The researcher used both qualitative and quantitative methods of data analysis to draw conclusions from the study. Findings consistently revealed that while reading with a partner students increased overall engagement and achievement.

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