Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
John-Michael Bodi
Committee Member
Victor Schumacher
Committee Member
Barbara Packer
Keywords
achievement, Bailey Middle School, Connecticut Master Test, Degrees of Reading Power, direct instruction, Grade 6, Grade 8, intervention programs, professional development, proficient students, reading achievement, reading ability, reading developmental approach, reading improvement, reading instruction, reading intervention, reading specialists, small group instruction, staff development, Stanford Diagnostic Reading Test, student achievement, student progress reports, student surveys, teacher surveys, test performance
Abstract
This project addressed the creation of a reading intervention program at Bailey Middle School that improved the reading skills of the students identified by the Connecticut Master Test (CMT) as performing within the proficient level. Over the past 5 years, 60% of the Grade 6 and 49% of Grade 8 students consistently scored within the proficient level. This researcher created a program that, within 18 months, increased the reading skill needs of those students so that they improved or met the Grade 8 CMT goal levels.
This applied dissertation reviewed current programs, staffing requirements and skills, staff development, strategies, and best practices that were implemented into the intervention program components. The implemented program was based upon a reading developmental approach with intense direct instruction provided by a reading specialist in a small group environment. The reading specialist was also available daily to provide ongoing staff development to individual and groups of reading teachers.
The analyzed data included CMT achievement scores, Stanford Diagnostic Reading Test assessments, charted student progress reports, district Degrees of Reading Power assessments, and teacher as well as student surveys. The relationship of the intervention program and the outcome goals of the individual students as well as the reading teachers have proved to be successful. Of the students identified within the CMT proficient range, 61% attained Grade 8 CMT reading goal performance within the 18-month intervention.