The Effects of the Language! Reading Intervention Program On Reading Performance for Fifth Grade Students in a Title One Elementary School
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2009-08
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
Collection 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.
Abstract
The purpose of this study was to investigate the effects of using Language! Reading Intervention Program on the reading performance of fifth grade students in the areas of fluency and comprehension development. A pre test and post test, quasi–experimental design was selected for use in this study. All five students selected to participate scored at the lowest performance level on the Maryland School Assessment for 2007-2008 in Reading, and had a history of reading difficulties. All were performing below grade level with delays in reading, writing, and spelling. An additional five students also taught by the investigator served as the control group. The Language! Reading Intervention Program was implemented daily from October 2008 through May 2009. Analysis of the data suggested some support for the effectiveness of the intervention program compared to regular instruction.