Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Joan Mignerey
Committee Member
Donald Lueder
Committee Member
Barbara Packer
Keywords
comprehension, decoding, direct instruction, evaluation, grade levels, group reading, individual practice, language arts, middle school students, parent training, post-testing, pre-testing, reading comprehension, reading improvement, reading programs, reading skills, reading tests, school improvement plans, Science Research Associates, student training, surveys, teacher training
Abstract
This report describes a program at a middle school with 6th-, 7th-, and 8th-grade students. Students were continuing to have problems with reading decoding and comprehension even after yearly school-improvement plans were implemented. The practicum attempted to improve reading skills for all students in the author’s middle school.
A direct-instruction program using Science Research Associates material was implemented. The components of the program included teacher, student, and parent training; direct instruction by the teachers; group reading; and individual practice.
Evaluation of the program included surveys and pre- and post-testing. The program was used by all 6th-, 7th- and 8th-grade students in the author’s school during the 2001-2002 school year. As a result of this program, over 65% of the students gained over 1 grade level in the reading and/or language arts areas. In addition to the quantifiable data, other positive effects resulted.