The effect of voyager passport reading intervention on fourth grade reading comprehension

Abstract

The purpose of this study was to determine whether the use of the Voyager Passport Reading Intervention Program would positively affect the reading comprehension achievement of special education students in a selected fourth grade classroom. The Qualitative Reading Inventory Test was the measurement used for this study. To examine the effectiveness of the Voyager Passport Reading Program on comprehension, this study utilized the pre-test/post-test quasi-experimental design. The treatment, Voyager Passport reading intervention program, took place for a five month period of time. A slight significant improvement was observed based on the pre and the post-test results; therefore, the hypothesis was supported. Future research is recommended using a larger group with a sample of students who are all at the same educational performance level.