English, Mashonah2016-07-212016-07-212016-07http://hdl.handle.net/11603/3091The purpose of this study was to examine the effects of reading intervention strategies on tenth-grade students’ reading levels. This was a quasi-experimental study that used a single group of students who were not randomly selected. The students in this study were tenth graders in a large vocational technical high school. The class of participants contained 13 girls and eight boys. The study used the results of the I-Ready Adaptive Diagnostic Exam. The data on the pre- and post-test were analyzed utilizing the dependent or paired t-test. The null hypothesis indicated that the use of targeted intervention would have no impact on the reading levels of the study participants. The null hypothesis was rejected since there was a significant increase in students’ reading levels.32 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.Attribution-NoDerivs 3.0 United StatesAction research papers -- EducationEducation -- Research papers (Graduate).Reading comprehension -- Ability testing -- Tenth grade (Education)High school students -- Vocational educationText