Impact of Intervention on Learning Blends and Diagraphs

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Courtney LaLonde


blends, diagraphs, instructional hierarchy, intervention



The purpose for the research was to study the effectiveness of Title 1 intervention for learning blends and diagraphs with first grade students. The research was conducted at a small Catholic Elementary school in Southwest Minnesota. The participants were students in first grade. The researcher collected pre-assessment blends and diagraphs knowledge data from the students using flash cards and a checklist. The researcher then matched students from the comparative/control group with similar baselines to those receiving Title 1 services as to obtain a true comparison. The students in the general education room were given instruction using the basal reading series. The students in the Title 1 room were given intervention activities to engage in. When the research period was concluded, the researcher gave all the students a post-assessment identical to the pre-assessment. Students receiving intervention in the Title 1 room showed more growth than comparative students receiving generalized instruction in the classroom. The preferred engaging activities included games utilizing matching, rhyming, music, visual prompts and motor movement.

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