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.
|Advisor:||Thompson, Mary Sue|
|Commitee:||Chaney, Chris, Ingmire, Mary|
|School:||Missouri Baptist University|
|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|
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