Dissertation/Thesis Abstract

A Mixed-Methods Study on the Relationship Between Corrective Reading Interventions and Student Achievement in an Urban Middle School After-School Program
by Campbell-Cornelius, Emma, Ed.D., Lindenwood University, 2018, 152; 10809075
Abstract (Summary)

The researcher investigated the corrective reading interventions implemented in an urban middle school’s after-school program to determine if the interventions were helping students perform better in English Language Arts (ELA) classes and improved their overall achievement on the Northwest Evaluation Assessment (NWEA). The researcher also investigated teacher perceptions of professional development hours and student achievement in ELA. This study primarily focused on students in fifth-eighth grade, due to the low academic performance in ELA scores at the middle school. The purpose of this study was to determine if students in middle school would perform better if they received additional supports with reading interventions at the middle school during the after-school program between the hours of 3p.m. and 6 p.m.

A mixed methods study was conducted to determine if a relationship existed between teacher perception and student reading achievement for 73 middle school students in grades three through five. The researcher evaluated the teachers’ perception pre- and post-survey data and student pre- and post-NWEA data. The researcher also examined the number of hours that teachers participated in professional development, and if a relationship existed, the researcher could make a research-based recommendation to the district to continue to provide professional development to strengthen teachers’ instructional practices and improve student achievement. The researcher finally examined student pre- and post-NWEA data to determine if there was a difference. The study revealed that there was not a relationship; therefore, findings could possibly help the school district administrators make future decisions for professional development and interventions for students in the after-school program for grades five through eight.

Indexing (document details)
Advisor: Elder, Robyn
Commitee: Chism, Michelle, Winslow, Kevin
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 79/09(E), Dissertation Abstracts International
Subjects: Middle School education, Reading instruction
Keywords: After-school programs, English language arts, Reading intervention
Publication Number: 10809075
ISBN: 978-0-355-86997-2
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy