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Effects of Reading Intervention Prog...

Mott, Kendra.

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Effects of Reading Intervention Programs on Academically At-Risk Middle School Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of Reading Intervention Programs on Academically At-Risk Middle School Students./
Author:	Mott, Kendra.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	96 p.
Notes:	Source: Masters Abstracts International, Volume: 84-11.
Contained By:	Masters Abstracts International84-11.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30417799
ISBN:	9798379504434

Effects of Reading Intervention Programs on Academically At-Risk Middle School Students.
Mott, Kendra.

Effects of Reading Intervention Programs on Academically At-Risk Middle School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 96 p.

Source: Masters Abstracts International, Volume: 84-11.

Thesis (Ed.S.)--Austin Peay State University, 2023.

This item must not be sold to any third party vendors.

This study attempted to determine whether the Spirals Educational Curriculum (SEC) and Wilson Reading System (WRS) were effective methods of improving reading deficiencies in struggling middle school students assigned to Response to Intervention and Instruction (RTI2) programs. After an extensive review of the current research and literature, this researcher developed a quantitative study to analyze the effectiveness of these two remedial reading programs on fourth through eighth graders. The study consisted of two predetermined groups assigned to RTI2 based on pretest scores from AIMSweb. The groups were accepted intact as an identified remedial reading population scoring in the lowest quartile on the county-wide universal screener, AIMSweb. Test subjects were derived from the three existing middle schools located within a rural community in Tennessee. This population was tracked throughout the majority of the school year to determine if academic gains were made due to placement in one of two remedial reading programs (SEC or WRS). To test the theory that readers who may be at risk of academic failure, would benefit from participation in RTI2 remedial reading programs, research questions, and null hypotheses were developed, data were collected and subjected to analysis through a series of t tests. Based on the results of these analyses, conclusions were drawn and predictions made.

ISBN: 9798379504434Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Phonological awareness

Effects of Reading Intervention Programs on Academically At-Risk Middle School Students.
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245 1 0 $a Effects of Reading Intervention Programs on Academically At-Risk Middle School Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 96 p.
500 $a Source: Masters Abstracts International, Volume: 84-11.
500 $a Advisor: Barnes, Zachary.
502 $a Thesis (Ed.S.)--Austin Peay State University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a This study attempted to determine whether the Spirals Educational Curriculum (SEC) and Wilson Reading System (WRS) were effective methods of improving reading deficiencies in struggling middle school students assigned to Response to Intervention and Instruction (RTI2) programs. After an extensive review of the current research and literature, this researcher developed a quantitative study to analyze the effectiveness of these two remedial reading programs on fourth through eighth graders. The study consisted of two predetermined groups assigned to RTI2 based on pretest scores from AIMSweb. The groups were accepted intact as an identified remedial reading population scoring in the lowest quartile on the county-wide universal screener, AIMSweb. Test subjects were derived from the three existing middle schools located within a rural community in Tennessee. This population was tracked throughout the majority of the school year to determine if academic gains were made due to placement in one of two remedial reading programs (SEC or WRS). To test the theory that readers who may be at risk of academic failure, would benefit from participation in RTI2 remedial reading programs, research questions, and null hypotheses were developed, data were collected and subjected to analysis through a series of t tests. Based on the results of these analyses, conclusions were drawn and predictions made.
590 $a School code: 1989.
650 4 $a Education. $3 516579
650 4 $a Reading instruction. $3 2122756
650 4 $a Middle school education. $3 969762
653 $a Phonological awareness
653 $a Reading comprehension
653 $a Reading disability
653 $a RTI
653 $a Struggling readers
653 $a Tier-based reading models
690 $a 0515
690 $a 0535
690 $a 0450
710 2 $a Austin Peay State University. $b Education. $3 3684553
773 0 $t Masters Abstracts International $g 84-11.
790 $a 1989
791 $a Ed.S.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30417799