Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
Dr. Ximena Suarez-Sousa
Teens, Reading intervention, Below grade level
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.
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Dehne, Mary Jean, "The Effect of Extended Intervention Time on Reading Growth for Middle School Students, Performing Below Grade-Level in Reading" (2018). Dissertations, Theses, and Projects. 78.