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Dissertation/Thesis Abstract

A Program Evaluation of a Literacy Intervention for Reluctant Middle School Readers
by Allison, James, Ed.D., Lindenwood University, 2015, 157; 3734012
Abstract (Summary)

The purpose of this mixed-methods study was to determine if the literacy intervention program for reluctant readers in one middle school was effective as measured by an increase in student reading scores measured by the Student Reading Inventory Assessment. I investigated perceptions of 100 students and 28 teachers regarding the literacy intervention program through the use of district-administered surveys. I also interviewed eight teachers regarding their delivery of the literacy interventions in the classroom setting.

The literacy intervention program targeted the population of students identified as reluctant readers who were not already receiving any reading intervention, but were reading below grade level. The study investigated whether or not the intervention contributed to an increase in student reading abilities with 44 students who read 0 to 6 months below grade level, as measured by the Student Reading Inventory Assessment. The study also investigated eight teachers' opinions of professional development that was implemented in 2014-2015 that focused on literacy instruction across all content areas, other than English Language Arts.

Indexing (document details)
Advisor: Long, John
Commitee: Heidenreich, Donald, Vazis, Dean
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 77/03(E), Dissertation Abstracts International
Subjects: Educational evaluation, Middle School education, Literacy, Reading instruction
Keywords: Literacy, Reading assessment, Reading interventions, Reading literacy, Student reading inventory assessment
Publication Number: 3734012
ISBN: 978-1-339-22469-5
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