The Effect of the Making Meaning Intervention Program on Fifth Grade Students' Reading Comprehension

Abstract

Reading comprehension is a complex, cognitive process and a critical predictor of future school success. The purpose of this study was to determine whether an intervention program with an emphasis on classroom discourse and collaboration would have an effect on reading comprehension as measured by the Scholastic Reading Inventory. Thus, the null hypothesis stating that the Making Meaning Intervention Program would have no effect on the reading comprehension growth of 5th grade students was retained. Over a school year, the experimental group of students received instruction through the Making Meaning Program. The control group received instruction in the reading curriculum developed by the county, with no intervention.