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ERIC Number: ED521894
Record Type: Non-Journal
Publication Date: 2010
Pages: 106
Abstractor: As Provided
ISBN: ISBN-978-1-1242-4694-9
The Impact of the START-IN Program as a Response to Intervention Strategy for Middle School Students
Sieverts, Victoria
ProQuest LLC, Ed.D. Dissertation, Walden University
The lack of effective reading programs for middle school students has become a focal point for many school systems. Previous research in this area has been focused on elementary grade levels (1st through 5th), but few studies have explored the impact of reading interventions for adolescent students. The purpose of this study was to examine the effectiveness of The Georgia Can Read program on the reading skills of middle school students identified as struggling readers. The Georgia Department of Education implemented the Georgia Can Read: Coordinating Resources to Teach Reading in the Upper Grades program as an attempt to address the issue of struggling adolescent readers. The program included the Students Are Responding to Intervention (START IN) reading intervention. This study was designed to examine pretest and posttest scores from a convenience sample of twenty five participants from the Georgia Can Read program. Participants in the Georgia Can Read program were selected by the Georgia Department of Education based on predetermined criteria. A single group design with pretest and posttest measurement was used to determine if there was a significant difference between the means of reading scores before and after participating in the Georgia Can Read program. In the areas of vocabulary and comprehension, the paired samples "t"-tests indicated a statistically significant increase in test scores. This study could positively impact social change in the middle school environment by increasing awareness of the value of teaching reading skills at that level. Helping adolescent students improve their reading ability may result in improved performance on standardized tests and passing promotion tests required by local school districts. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia