The Effects of a Reading Intervention System in Heterogeneously Grouped Fifth Grade Reading Classes
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Type of Work34 p.
action research papers
ProgramMasters of Education
RightsCollection 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 firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Reading (Elementary) -- Research
Group work in education -- Research
Reading -- Methodology -- Research
The purpose of this study is to determine whether a targeted reading intervention could improve the reading performance levels of heterogeneously grouped fifth grade reading students. It was hypothesized that the intervention would have a significant impact on the reading performance of the fifth grade reading students. A quasi-experimental design with a pre-test and post-test was used for this study. Forty fifth-grade students from two heterogeneously grouped reading classes were selected for this study. One reading class, comprised of 19 students, served as the control group and the other reading class, comprised of 21 students, served as the experimental group. The reading intervention was implemented with the experimental group for a period of 16 days during the instruction of a fifth-grade reading unit. Although the results indicated that the experimental group earned higher scores on the post-test after the intervention, a number of factors affected the significance of the data. Further research over a longer period of time is needed to measure the effectiveness of the reading intervention.