ERIC Number: ED560856
Record Type: Non-Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 16
Leveled Literacy Intervention Success Rate in the Third Grade General Education Classroom
Flynn, Kerry A.
Online Submission, Master's Thesis, Southern Wesleyan University
The effect of Leveled Literacy Intervention were examined using a group of ten third grade students at Crosswell Elementary School. The students were selected to participate by using their Fall 2014 MAP score. Students that had a Fall 2014 MAP score of =189 were placed into the research group. The focus of the research was to determine if Leveled Literacy Intervention had an effect on the reading levels for students identified as struggling readers, if their MAP scores from Fall 2014 to Spring 2015 had a minimum of double digit growth, and what the parents of students participating in the program reported relative to the program's helpfulness to their child. The data from the research group shows that all students increased their reading levels, eighty percent of students showed double digit MAP growth during the implementation of the program, and ninety percent of the parents reported that they believed their student no longer struggled reading grade level texts. Additionally, four students were dismissed from the program prior to the end of the twenty week cycle because they had reached and maintained grade level reading proficiency based on their reading level when given the leveled assessment. Together, these findings suggest that Leveled Literacy Intervention has a significant impact on students in third grade that have been identified as struggling readers. The following are appended: (1) Data Collection Timeline for Leveled Literacy Intervention Research; (2) Parent Attitudinal Survey (Pre Implementation); and (3) Parent Attitudinal Survey (Post Implementation).
Publication Type: Dissertations/Theses - Masters Theses; Tests/Questionnaires; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: South Carolina