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ERIC Number: ED514964
Record Type: Non-Journal
Publication Date: 2010
Pages: 97
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-3953-7
ISSN: N/A
The Impact of Direct Reading Instructional Strategies on Reading Achievement in 8th Grade Students
Rider, Lynne Marie
ProQuest LLC, Ed.D. Dissertation, Walden University
According to the National Assessment of Educational Progress, about 60% of students cannot read proficiently at their current grade level. Findings from the National Reading Panel (NRP) indicate that there is not sufficient research on the topic of struggling middle school readers. The purpose of this quantitative study was to examine the impact of a district-adopted, 8th-grade developmental reading intervention course which focused on direct strategy instruction, effective instructional principles embedded in content, diverse texts, and intensive writing on struggling middle school readers' comprehension (N = 52). The research question addressed how reading strategy instruction impacted comprehension. Using Piaget's theories of cognitive development and constructivism as frameworks, this study built on existing research surrounding reading intervention and the middle school struggling readers. A quasi-experimental repeated measures study was used to see if a middle school district's adopted reading intervention course had an impact on reading achievement as measured by the Gates MacGinitie Reading Test (GATES). Students completed a pre-GATES test (form T) in September 2007 and the post-GATES (Form S) in May 2008. Independent t-test analysis indicated that the developmental reading intervention course contributed to improved reading comprehension. Results can result in social change related to how pre-service teachers are trained to meet the needs of the struggling reader population; how post-service teachers assess and instruct struggling readers; and how educators, researchers, and policy makers develop adolescent literacy curricula. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 8; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests