Early identification and intervention for struggling readers increased the likelihood of students identified as proficient; ultimately leading to future success. The researcher sought to evaluate the Leveled Literacy Intervention (LLI) program in a Midwest urban school district, to help close the achievement gap between students’ reading levels and students reading on grade level. The purpose of the study was to investigate the difference in STAR reading scaled scores between struggling 2nd grade students who received LLI and peers who did not receive LLI. The researcher also examined the possible relationship between the increase in students’ literacy skills and fidelity of implementation of LLI. Finally, the researcher examined the perception of LLI teachers and School Leadership Team (SLT) members on the implementation of LLI. The researcher selected a mixed-methods approach and analyzed qualitative and quantitative data, including LLI teacher survey data, LLI teacher and SLT member interview responses, fidelity of implementation tool, and pre- and post-STAR reading scaled scores to determine a possible increase in struggling students’ literacy skills. The results of the study showed no statistical difference between the LLI students and the non-LLI students. Furthermore, the study indicated no relationship existed between student outcomes and fidelity of implementation. However, the study revealed teachers who implemented LLI with fidelity, LLI teachers, and SLT members believed students’ literacy skills improved. As a result, the researcher recommended further studies on the implementation of LLI in urban settings.
|Commitee:||Schwierjohn, Carrie, Winslow, Kevin|
|School Location:||United States -- Missouri|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Elementary education, Reading instruction|
|Keywords:||Literacy, Struggling readers|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be