Dissertation/Thesis Abstract

A comparison of the efficacy of a traditional reading program versus a full time intervention reading program for at -risk second and third graders
by Crummett, Toni Claire Collins, Ed.D., George Fox University, 2007, 76; 3292162
Abstract (Summary)

This study is an examination of the testing outcomes produced by different at-risk reading intervention programs. Specifically, this research explores two interrelated issues. First, whether there was a significant difference in the winter DIBELS Oral Reading Fluency scores between 2005/2006 at-risk second and third grade students who participated in a core reading program centered around Houghton-Mifflin Reading: The Nation's Choice and the 2006/2007 at-risk second and third grade students who used either the Read Well or the Horizons reading intervention program as a core reading program. Second, the study examined whether there was a significant difference between the two reading programs in achieving the appropriate grade level benchmark scores for the subsamples of at-risk second and third grade students at the end of the winter DIBELS Oral Reading Fluency assessment.

Results indicate that there are no significant differences in the testing outcomes for the second grade subsamples. The reading interventions employed in both years served the second grade students well. Winter DIBELS ORF scores were within range of the grade-level benchmarks. Likewise there was no statistically significant difference in the winter DIBELS ORF scores between the third grade subsamples. However, the reading intervention programs employed for the third graders resulted in more disappointing testing outcomes. For both subsamples of third grade students, winter DIBELS ORF scores were significantly below the grade-level benchmark. Further examination of the date revealed an important divergence in the testing outcomes for the third grade subsamples. Specifically, while both programs produced testing outcomes statistically significantly below the grade-level benchmark, the 2006/2007 third grader subsample performed much more poorly than the 2005/2006 third grade subsample.

Recommendations include that the professionals at the school which served as the setting for this research should critically evaluate the existing reading intervention program for third grade at-risk readers.

Indexing (document details)
Advisor: Huffman, Terry
School: George Fox University
School Location: United States -- Oregon
Source: DAI-A 68/11, Dissertation Abstracts International
Subjects: Elementary education, Literacy, Reading instruction, Curricula, Teaching
Keywords: At risk, Intervention, Reading, Second graders, Third graders
Publication Number: 3292162
ISBN: 978-0-549-35029-3
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