Term

Spring 2017

Capstone

Thesis

Degree Name

MALED

Primary Advisor/Dissertation Chair

Susan Manikowski

Secondary Advisor/Reader One

Krista Moyer

Peer-Reviewer/Reader Two

Laurie Andresen

Abstract

In 2015-2016, the selected school-site realized that reading instruction needed to change for the bottom quartile of readers. Struggling readers in grades five through eight were not making significant gains in reading. On the annual state assessment, students who scored a one the previous year remained at the same level the following year. In addition, students reading two or more grade levels behind their peers made the smallest gains throughout the school. This research project addressed the question, “Is a single or multicomponent reading intervention program more effective at enhancing outcomes for struggling readers in intermediate grades?” The purpose of the project was identify the most effective intervention to improve the school’s reading intervention programing and increase academic gains for developing readers.

Research Methodology

Case Study, Curriculum Development, Program Evaluation

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