The Effect of Research-Based Reading Interventions On At-Risk, Second Grade Student Ability to Fluently Decode Grade-Level Text
| dc.contributor.author | Douglass, Hannah Lamontagne | |
| dc.contributor.program | Masters of Education | en_US |
| dc.date.accessioned | 2016-02-24T20:45:42Z | |
| dc.date.available | 2016-02-24T20:45:42Z | |
| dc.date.issued | 2014-07 | |
| dc.description.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. | en_US |
| dc.format.extent | 31 p. | en_US |
| dc.genre | action research papers | en_US |
| dc.identifier | doi:10.13016/M29730 | |
| dc.identifier.uri | http://hdl.handle.net/11603/2312 | |
| dc.language.iso | en_US | en_US |
| dc.relation | Master of Education | |
| dc.relation.isAvailableAt | Goucher College, Baltimore, MD | |
| dc.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. | |
| dc.subject.lcsh | Education -- Research papers (Graduate) | |
| dc.subject.lcsh | Reading (Elementary) -- Research | |
| dc.subject.lcsh | Second grad (Education) -- Research | |
| dc.subject.lcsh | School children -- Research | |
| dc.title | The Effect of Research-Based Reading Interventions On At-Risk, Second Grade Student Ability to Fluently Decode Grade-Level Text | en_US |
| dc.type | Text | en_US |