Date of Award

Fall 9-2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Trey Moeller

Second Advisor

Dr. Sherry DeVore

Third Advisor

Dr. Anthony Rossetti

Abstract

The purpose of this quasi-experimental study was to determine if READ 180 is an effective reading intervention program for English Language Learners (ELLs). School districts nationwide are seeking effective programs to close the achievement gap between ELLs and the general population in order to fulfill federally established Title III requirements. This study examined the results of the 2011-2013 Assessing Comprehension and Communication in English State-to-State (ACCESS), an English Language Proficiency assessment tool specifically designed for ELLs. At the time of this study, 35 states, including Missouri utilize the ACCESS test to measure proficiency levels of their ELLs in partial fulfillment of Title III requirements. Two rural Missouri schools, with ELL populations that exceeded 10%, participated in the study. Both school districts utilize Scholastic’s READ 180 program, an intervention program specifically designed for struggling readers. The seventh and eighth grade ACCESS scale scores from both school districts were compiled and analyzed through multiple F-tests, z-tests, and t-tests. The research questions were designed to determine if there was a significant difference in the mean gain in ACCESS reading, writing, literacy, and overall scale scores of those ELLs enrolled in READ 180 and those ELLs not enrolled in READ 180. The results of the study yield mixed results. In nine of the 12 subtests, there was no significant difference in the mean gain in ACCESS scale scores. However, those ELLs who were enrolled in READ 180 for two consecutive years demonstrated the most significant differences in mean gain scores.

Rights

Copyright 2014

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