The Effects of Focused Intervention on Tenth-Grade Students’ Reading Comprehension Level
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2016-07
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Education
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Masters of Education
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Attribution-NoDerivs 3.0 United States
Attribution-NoDerivs 3.0 United States
Abstract
The purpose of this study was to examine the effects of reading intervention strategies on tenth-grade students’ reading levels. This was a quasi-experimental study that used a single group of students who were not randomly selected. The students in this study were tenth graders in a large vocational technical high school. The class of participants contained 13 girls and eight boys. The study used the results of the I-Ready Adaptive Diagnostic Exam. The data on the pre- and post-test were analyzed utilizing the dependent or paired t-test. The null hypothesis indicated that the use of targeted intervention would have no impact on the reading levels of the study participants. The null hypothesis was rejected since there was a significant increase in students’ reading levels.