Date of Award

Spring 5-11-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Dr. Erin Gillett


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



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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