Improving Reading Outcomes Using LANGUAGE! Live and Repeated Reading with Three Fourth Grade Students

Date of Award

Spring 5-10-2024

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Dr. Lisa H. Stewart



As of 2022, only 33% of Fourth graders are at or above proficient on national reading test data (National Assessment of Educational Progress, 2022). The purpose of this project was to increase the reading skills of three Fourth grade students. The students were receiving the LANGUAGE! Live reading intervention that entails both whole-group direct- teacher instruction and an online component. The reading intervention teacher identified three students who could use extra reading fluency practice based on STAR winter benchmark scores. In addition to LANGUAGE! Live these three students were given additional practice to boost reading fluency using grade level passages that included fiction, nonfiction, and poetry. The students were progress monitored using one-minute timed readings on the passages. One student demonstrated progress by moving up a letter during the intervention and this student met his words correct goal each reading. The other two students had mixed results. Possible changes to the intervention as well as implications for future practice are discussed.

Abstract only: No full text available.