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Dissertation/Thesis Abstract

Reading for Success: The Effectiveness of Literacy Interventions for Increasing Student Achievement in Core Academic Classes
by Harrell, Margaret A., Ed.D., Missouri Baptist University, 2014, 115; 3614872
Abstract (Summary)

The purpose of this action research study was to utilize quantitative and qualitative data to measure the effects of Tier 2 and Tier 3 literacy interventions as they affect student achievement in the secondary school setting. The research questions addressed performance of students who were enrolled in Reading for Success as compared to a cohort group from the same population that was not enrolled in Reading for Success. Gains for both groups were calculated as the differences in scores between the 2012-2013 and 2011-2012 academic years in the four core academic areas: English, social studies, math, and science. Quantitative data were collected and compared for all participants using existing quarterly data compiled in the Student Information System (SIS) as it had been entered by each respective instructor. Analysis with a t-test for independent groups did not show that there was a statistically significant difference between gains scores in the four academic areas. Qualitative data were collected to measure student perceptions in regards to the effectiveness of the intervention program as it impacted them academically and motivationally in their attitudes towards literacy. These data show that there was an overall positive response in regard to attitudes and perceptions as a result of participation in Reading for Success.

Indexing (document details)
Advisor: Thompson, Mary Sue
Commitee: Chaney, Chris, Ingmire, Mary
School: Missouri Baptist University
Department: Education Division
School Location: United States -- Missouri
Source: DAI-A 75/07(E), Dissertation Abstracts International
Subjects: Educational tests & measurements, Secondary education, Literacy, Reading instruction
Keywords: Core academics, Literacy, Literacy intervention, Secondary school
Publication Number: 3614872
ISBN: 978-1-303-80566-0
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