Title

The Effectiveness of Teacher-led versus Technology-Based Reading Interventions

Date of Award

Fall 12-16-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Tiffany Bockelmann

Abstract

Reading interventions are a common tool used in the classroom to close the gaps of learners who have not hit all the necessary benchmarks throughout the school year. In this study, the researcher determined the effectiveness of a teacher-led versus a technology-based reading intervention. This study was conducted with eight sixth grade students who are lower level readers. The researcher used two groups to receive the intervention and compared weekly results to determine which intervention was more effective in student reading comprehension. The research question created: Is a technology-based or teacher-led reading intervention more effective in student reading growth? The learners completed a reading intervention three times a week for twenty minute time frames. Group A received the intervention from the researcher, and Group B received the intervention from the application MobyMax. Students were given an assessment at the end of each week to determine the effectiveness of the intervention. The researcher analyzed the data and determined that teacher-led reading interventions were more effective. The results within the study show that students who were in the teacher-led reading intervention group had better results and more growth based on the assessments.

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