Date of Award
Fall 10-2015
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. John D. Long
Second Advisor
Dr. Dean Vazis
Third Advisor
Dr. Donald Heidenreich
Abstract
The purpose of this mixed-methods study was to determine if the literacy intervention program for reluctant readers in one middle school was effective as measured by an increase in student reading scores measured by the Student Reading Inventory Assessment. I investigated perceptions of 100 students and 28 teachers regarding the literacy intervention program through the use of district-administered surveys. I also interviewed eight teachers regarding their delivery of the literacy interventions in the classroom setting. The literacy intervention program targeted the population of students identified as reluctant readers who were not already receiving any reading intervention, but were reading below grade level. The study investigated whether or not the intervention contributed to an increase in student reading abilities with 44 students who read 0 to 6 months below grade level, as measured by the Student Reading Inventory Assessment. The study also investigated eight teachers’ opinions of professional development that was implemented in 2014-2015 that focused on literacy instruction across all content areas, other than English Language Arts.
Recommended Citation
Allison, James, "A Program Evaluation of a Literacy Intervention for Reluctant Middle School Readers" (2015). Dissertations. 319.
https://digitalcommons.lindenwood.edu/dissertations/319
Rights
Copyright 2015