Douglass, Hannah Lamontagne2016-02-242016-02-242014-07http://hdl.handle.net/11603/2312The 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.31 p.en-USCollection 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.Education -- Research papers (Graduate)Reading (Elementary) -- ResearchSecond grad (Education) -- ResearchSchool children -- ResearchText