The Effectiveness of Leveled Literacy Intervention on Meeting Reading Achievement Goals for Second and Third Grade Students

Abstract

The purpose of this study was to examine the effectiveness of the Fountas and Pinnell Leveled Literacy Intervention on reading achievement among second and third grade students who were not meeting grade level reading achievement expectations. The study used an experimental design. Students were put randomly in control and experimental groups within their second and third grade classes. The control group children read self-selected books independently while the experimental group participated in the Leveled Literacy Intervention. The instrument utilized for all assessments was the Fountas and Pinnell benchmark assessment system, but scores were converted to Scholastic Reading Inventory lexile equivalents. The mean post-test Lexiles of the Leveled Literacy Group (Mean = 469.44, SD = 58.33) did not differ significantly from the mean post-test Lexiles of the control group (Mean = 461.11, SD = 58.77) [t(16) = .30, p = .77]. Thus, there was no significant difference in achievement between the groups who participated in the intervention and those who did not. Significant threats to validity are discussed as well as implications for future research.