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
Keywords
Literacy
Recommended Citation
Klun, Barbara, "Is A Single Or Multicomponent Reading Intervention Program More Effective At Enhancing Outcomes For Struggling Readers In Intermediate Grades?" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4293.
https://digitalcommons.hamline.edu/hse_all/4293