Date
4-26-2024
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Debbie Lynn Wolf
Keywords
reading comprehension, background knowledge, vocabulary development, inferencing, Response to Intervention
Disciplines
Education
Recommended Citation
Beers, Shannon, "Recommendations for Solving the Problem of Low Sixth-Grade Comprehension Proficiency Scores at Hermitage Middle School in Hermitage, Missouri" (2024). Doctoral Dissertations and Projects. 5437.
https://digitalcommons.liberty.edu/doctoral/5437
Abstract
The purpose of this study was to provide recommendations to solve the problem of sixth-grade below-proficient reading comprehension scores at Hermitage Middle School in Hermitage, Missouri. The problem was that 60% of the sixth-grade students at Hermitage Middle School could not comprehend grade-level text. The rationale for this research was that it is vital to ameliorate the reading comprehension scores of students since improvements may lead to greater grade-level and post-secondary readiness and an increase in school reputation, accreditation, and enrollment. The central research was, How can the problem of sixth-grade below-proficient reading comprehension be solved at Hermitage Middle School in Hermitage, Missouri? Three forms of data were collected for this applied research, including qualitative interviews, quantitative surveys, and documents. The interview data were analyzed by identifying codes and themes. Survey and document data were analyzed using graphical representations of results. Recommendations to solve the problem included providing professional development in Response to Intervention (RTI), creating a school-wide literacy culture, and restructuring RTI.
