The Effect of Research-Based Reading Interventions On At-Risk, Second Grade Student Ability to Fluently Decode Grade-Level Text
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2014-07
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Masters of Education
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Abstract
The purpose of this study was to determine whether or not participation in research-based reading interventions effects at-risk, second grade students’ ability to fluently decode grade-level text. The measurement tool was DIBELS: Dynamic Indicators of Basic Early Literacy Skills, Sixth Edition. This study involves the use of a pretest/posttest design to compare data from January of 2014 (before the intervention was administered) to data from May of 20014 (after the intervention was completed). Students participated in a research-based reading intervention, SIPPS-Extension, four times per week for thirty minutes. The hypothesis of this study was supported because the hypothesis predicted that student participation in research-based reading interventions would not affect at-risk, second grade students’ ability to fluently decode grade- level text. Statistical results from the dependent t-tests showed that there was no significant difference in words read per minute or in reading accuracy with the implementation of the research-based reading intervention. Research in the area of reading fluency and reading interventions should continue given that there was no significant difference between pretest/post- test results.