The Effects of a Reading Intervention System in Heterogeneously Grouped Fifth Grade Reading Classes
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2010-05
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Masters of Education
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Abstract
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.