Incorporating AVID Readings Strategies into Content Area Classrooms

Date of Award

Fall 12-14-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Ximena Suarez-Sousa, Michael Coquyt


DIBELS, DAZE, Marking the Text, AVID reading strategies, reading comprehension



The purpose of this research was to determine whether adding an intensive AVID reading strategy, Marking the Text, into a content area classroom would have an impact on reading comprehension scores. Twelve students, ranging from ninth to twelfth were identified as reading below grade level in a secondary classroom and their performance was progress monitored on a weekly basis. Specifically, the study focused on DAZE DIBELS scores, measuring number of correct words to determine the level of impact of AVID in reading comprehension The study also focused on the generalization of the reading strategy to other content areas. Student feedback as well as observations provided insight as to the effectiveness of this method. All twelve students in the study showed growth in their reading comprehension scores from the start of the baseline week to the last week of intervention. Five students reached the sixth grade reading benchmark for the DAZE assessment. Limitations included time frame to complete the study, having limited access to the Aimsweb website, and starting the research in the middle of the year.

Abstract only: No full text available.