The Effect of a Peer Led Intervention on Reading Comprehension of First Grade At-Risk Students

Abstract

The purpose of this study was to determine if a peer led reading intervention would have a positive effect on the comprehension skills of at-risk first grade students. This study was a quasi-experimental design using a pre-test and post-test to compare reading comprehension scores. Results were measured using a rubric, which was created according to the first-grade common core standards and assessed students’ answers to comprehension questions. Data collection and analysis showed that gains in comprehension were made for students who participated in the peer led reading intervention. Further research is suggested to better analyze how well peer led reading interventions could help a wider range of at-risk students struggling with reading comprehension.