Date of Award
Fall 12-17-2020
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Ximena Suarez-Sousa
Abstract
We have found that the students who reach the expectations for the independent work, Student Application and independent reading are the individuals whose Lexile scores have increased the most. With that being said, we are also finding that many students are not taking personal ownership in their independent work. They were not meeting the expectations for Student Application and independent reading. In hopes to increase students Lexile scores, I would have like students to be held accountable for reaching the class expectations for Student Application and independent reading. To achieve this, I would have used a tiered system that would have been used within the classroom to check students Student Application minutes and the progress they would have made on their independent reading book. Due to Covid-19, and the closing of schools, I was not able to collect the data needed to complete this research. Instead, I journaled throughout my time teaching from home and found common themes throughout that data collection.
Recommended Citation
Bucholz, Britny, "Accountability and Literacy/Reading Interventions for Middles School Students" (2020). Dissertations, Theses, and Projects. 389.
https://red.mnstate.edu/thesis/389