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ERIC Number: ED471785
Record Type: Non-Journal
Publication Date: 2002-May
Pages: 83
Abstractor: N/A
Reference Count: N/A
Improving Reading Achievement through the Use of Multiple Reading Strategies.
Barsema, Michelle; Harms, Louann; Pogue, Carol
This report describes a program for increasing primary students' reading achievement as indicated by scores on reading series theme tests, state standards achievement test scores, achievement test scores, report card grades, and students' involvement in reading. The targeted population consisted of primary elementary school students in a Midwestern, rural, middle class community. The problems of reading achievement were documented through data revealed on pretests administered to the targeted students. Analysis of probable cause data revealed that students exhibited a lack of achievement related to insufficient reading practice, poor fluency, choosing inappropriate reading materials, lack of motivation, disengagement with text, and poor role modeling. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of four major categories of intervention: an implementation of the Accelerated Reader program, increased sustained silent reading time, development of a buddy reading system, and establishment of a home-to-school reading program. Post-intervention data indicated an increase in the primary students' reading achievement as shown by a meaningful improvement of the Woodcock Reading Test scores, the state standards achievement test scores, the STAR reading test scores, and the pilot Snapshot of Early Literacy test. Appendixes contain a student reading log, a "Be a Star Reader" form, and a Reading Star chart. (Contains 68 references, and 7 tables and 3 figures of data.) (Author/RS)
Publication Type: Dissertations/Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A