Date of Award

Summer 7-23-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Dr. Ximena Suarez-Sousa

Keywords

Teens, Reading intervention, Below grade level

Abstract

Study Abstract

The purpose of this action research study was to determine the effect of extended reading intervention time on the reading growth of middle school students who were below grade level in reading. The study used two research-based interventions: Read 180 in the school setting and Fast ForWord in the out of the school setting. The study conducted in a large midwest school district in the United States compared the reading growth of five students who received Read 180 at school and Fast ForWord after-school for five weeks during the spring term of the school year with a control group of five students who only received Read 180 during the school day. The analysis of the study data revealed no positive effect of extended intervention time on reading growth for middle school students, performing below grade-level in reading. Overall, the intervention group scored below the control group on the Measure of Academic Progress (MAP) used to assess the outcomes at the end of the study. The three sixth grade intervention students scored 67 percentage points, and the two eighth grade intervention students scored eight percentage points below the control group. There are no clear indications as to the factors that may explain the obtained results.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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