Date of Award
Summer 7-27-2022
Document Type
Project Abstract (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Ximena Suarez-Sousa and Michael Coquyt
Abstract
The purpose of this research was to determine the effectiveness of intervention in foundational skills, usually the focus of intervention in grades kindergarten through second grade, on accelerating growth in reading for third grade students. This study aimed to determine if a systematic and sequential phonics-based intervention would still be a crucial component to below grade level readers beyond the primary grade levels. As part of this research, FastBridge Learning screeners and progress monitoring Curriculum Based Measurement (CBM) tools were utilized, to monitor the ongoing results and progress of participants in this study. The students who were a part of this study were identified as in need of intervention to accelerate their learning to meet grade level expectations, and received the systematic and sequential phonics-based intervention using SIPPS: Systematic Instruction in Phonemic Awareness, Phonics, and sight words, for thirty minutes a day, every day. The research for this study occurred between October 2021 and May 2022. After analyzing the data, it was determined that a systematic and sequential phonics-based intervention was an effective instructional plan for third grade students to close their achievement gap in reading, and bring them closer to meeting grade level standards.
Recommended Citation
Grundstrom, Katie, "Intervention in Foundational Skills on Accelerating Reading Growth in Third Grade Students" (2022). Dissertations, Theses, and Projects. 717.
https://red.mnstate.edu/thesis/717