Term
Summer 2018
Capstone
Thesis
Degree Name
MALED
Primary Advisor/Dissertation Chair
Kim Koeppen
Secondary Advisor/Reader One
Heather Schmidt
Peer-Reviewer/Reader Two
Colleen Kopp
Abstract
The research question addressed in this study was “Does REWARDS Intermediate remain an effective intervention for striving readers when adapted for a 30-minute time frame?” This research emerged from a concern for upper elementary aged students who are striving to catch up with their peers when it comes to phonics and decoding skills. The study explored students’ and teachers’ mindsets, as well as the effectiveness of the REWARDS curriculum when adapted for 30-minute rather than 50-minute lessons. Effectiveness was measured in terms of: 1) multisyllabic word part and whole word fluency growth, 2) mindset and attitude changes, and 3) connected text fluency growth. Findings suggested that the adaptations supported students’ growth in multisyllabic word parts, mindset, and connected text fluency.
Research Methodology
Action Research
Keywords
At-risk Students, Curriculum, Motivation, Reading
Recommended Citation
Kerl, Ruth, "Timing Is Everything: Adapting Rewards Intermediate For 4th And 5th Grade Striving Readers" (2018). School of Education and Leadership Student Capstone Theses and Dissertations. 4434.
https://digitalcommons.hamline.edu/hse_all/4434
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Theses and Dissertations