NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED516107
Record Type: Non-Journal
Publication Date: 2010
Pages: 99
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-2755-5
ISSN: N/A
A Study of Effective Practices in Reading Intervention that Increase Student Achievement
Avila, Ray
ProQuest LLC, Ed.D. Dissertation, Alliant International University, Fresno
The purpose of this study was to evaluate a reading intervention program designed to narrow the achievement gap between students who are proficient in reading language arts as measured by the California Standards Test in comparison to students who are performing below the targeted proficiency level. State, district, and local school data show that students who are labeled as socioeconomically disadvantaged and/or are of an ethnic minority perform significantly poorer than their peers. These are examples of targeted students who may qualify for some type of reading intervention program that could increase academic achievement. Therefore, this study specifically focused on students identified as performing below grade level and how they performed academically in comparison to their peers who perform at grade level standards. This study targeted specific students and tracked the reading intervention programs in which they were placed by the educators within their school systems. The model they followed, what standards were addressed, and what strategies were implemented defined and described the programs. Results from a survey also compared feedback from educational leaders on what programs and best practices were most effective in producing maximum academic gains, thus narrowing the achievement gap amongst elementary and middle school-aged students. As a result, the "Fast Track" reading intervention program was highlighted as an effective program with overall positive results for students in grades four through eight. [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: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California