Improving Reading Comprehension in Middle School Students
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2020-05
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Masters of Education
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Abstract
The 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.