The Effects of an Intervention Program (Voyager) Through Response to Intervention Framework on 4th Grade Reading Achievement
School of Education
Doctor of Education (EdD)
Reading Comprehension, Reading Intervention Program, Response to Intervention (RTI), Social Development Theory, Social Learning Theory, STEEP (Screening to Enhance Educational Performance)
Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology
Harris, Lisa, "The Effects of an Intervention Program (Voyager) Through Response to Intervention Framework on 4th Grade Reading Achievement" (2017). Doctoral Dissertations and Projects. 1343.
The ability to read fluently has been confirmed as an indicator of good comprehension and thus academic success. Studies have shown that most students in the U.S. are reading below their grade levels. The U.S. has demanded continuously that the education system increase the outcomes of education for all children. In order to improve children’s reading educational needs, effective screening, assessments, and intervention tools need to be implemented properly in U.S. school curriculum. The purpose of this nonequivalent control group study is to investigate the effectiveness of an intervention program in improving the oral reading fluency rates of fourth graders administered using STEEP (Screening to Enhance Educational Performance) procedures in a Response to Intervention structure. The selected participants for this study were 62 fourth-grade students who were receiving Tier II or Tier III reading intervention through the fluency-based reading intervention program. The researcher used an Analysis of Covariance (ANCOVA) to analyze data to determine if the treatment group had achieved significant improvement in their oral reading fluency rates as compared to the control group, while considering the pre-test scores of the students as the co-variate. After adjusting for the effect of pre-test scores on reading achievement, the scores from the treatment group were significantly higher than those in the control group after receiving intervention. After adjusting for the effect of pre-test scores on oral reading fluency, the scores from the treatment group were significantly higher than those in the control group after receiving treatment.
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