The Effect of Direct Reading Instruction on Students’ Reading Growth
Date of Award
Spring 5-17-2019
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Courtney LaLonde
Keywords
special education, Read 180, struggling reader
Abstract
The purpose of this study was to determine if the Read 180/System 44 programs accelerated the reading progress of below grade level struggling readers through additional direct reading instruction and moved the student closer to grade level expectations. This research examined the reading growth demonstrated by students through district and state assessment scores and the impact it had on closing the achievement gap. Participants in the intervention group were fifth and sixth grade students in the researcher’s reading class. Participants in the control group were fifth and sixth grade students not in the researcher’s reading class that demonstrated below grade level reading skills. After gathering baseline reading data to determine the students’ areas of need, instruction focused on meeting the individual needs of each student by focusing on the five essential reading components (phonemic awareness, phonics, fluency, vocabulary, and comprehension). My findings showed that given additional one-on-one direct reading instruction, students’ learning was accelerated closer to their grade level peers.
Recommended Citation
Wierschke, Lisa A., "The Effect of Direct Reading Instruction on Students’ Reading Growth" (2019). Dissertations, Theses, and Projects. 198.
https://red.mnstate.edu/thesis/198