Improving Reading Comprehension in Middle School Students

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dc.contributor.authorMcCune, Lauren
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2020-05-10T17:50:12Z
dc.date.available2020-05-10T17:50:12Z
dc.date.issued2020-05
dc.description.abstractThe purpose of this study was to determine whether a formal reading intervention, Making Meaning, would impact the reading comprehension of sixth grade students participating in double language arts periods. The measurement tool was the Reading Inventory Assessment. One classroom (n = 15) participated in the Making Meaning intervention while the control group (n = 18) participated in an informal intervention. This student involved taking the assessment in the fall and winter during the school year to analyze the progress of each student. The informal reading intervention group had a significantly higher mean Lexile on the RI (Mean = 683.83, SD = 156.30) than did the Making Meaning group (Mean = 542.80, SD = 148.51) [t(31) = 2.64, p = .01]. This suggests that Making Meaning was less effective than the informal reading intervention. Implications and ideas for future research are discussed.en_US
dc.format.extent32 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2nqxp-3icm
dc.identifier.urihttp://hdl.handle.net/11603/18527
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleImproving Reading Comprehension in Middle School Studentsen_US
dc.typeTexten_US

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