Rhoades, ThomasQuinton, JanBrennan, SarahSmith, Kimberly2018-05-182018-05-182018-05-01http://hdl.handle.net/11603/10781The purpose of this study was to determine whether first-grade targeted Title I students who participated in the Fountas and Pinnell Leveled Literacy Intervention had the same reading levels after the implementation of the intervention. The study used a quasi-experimental design, and the group of students was chosen using convenience sampling based on their reading needs. All of the students in the study were performing at a Kindergarten reading level as determined by the Fountas and Pinnell Reading Benchmark Assessment. This study shows that the students who participated in the Leveled Literacy Intervention and the students who did not receive treatment supports the null hypothesis of achieved no significant difference in reading levels. This supports the null hypothesis. In this study, there were several threats to validity that are discussed as well as the implications for future research.26 pagesen-USThis work 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).Text