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

Ximena Suarez-Sousa

Keywords

oral reading fluency, comprehension, interventions, AIMS-web assessments, second grade students, Assessing Reading Multiple Measures assessments

Abstract

Abstract

The purpose of this research was to determine whether the effect of using small group reading intervention activities in an after-school program with second grade students can increase their foundational reading skills and oral reading fluency. The students selected for the study were already enrolled in the after-school program. The study evaluated the reading skills of 12 of the 17 second grade students at Circle of Life Academy. The assessments used were the AIMS-web Plus assessment and Assessing Reading Multiple Measures assessments. The results of the AIMS-web fluency scores showed that those students who received interventions in reading fluency increased their fluency rate of 18.8% versus the nonintervention group that increased at a rate of 13.7%. The Maze Comprehension scores indicated that the students with an eight-week intervention period increased at a rate of 33.8% versus the nonintervention group increased their fluency at a rate of 20.9%. The San Diego Quick Assessment for Student Reading Levels showed that those students who received after-school interventions increased their word recognition and increased their grade level reading at a rate of .88% versus the nonintervention group that increased their grade level reading at a rate of .85%. After eight weeks of interventions, the results of the assessments from the after-school students were compared to six of their randomly selected second grade classmates at the beginning and end of the study. The students in the after-school program improved their literacy skills at a greater rate than the students who did not receive interventions.

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