Effects of Implementing an Intensive Reading Intervention for Middle School Struggling Readers during the COVID-19 Pandemic

Autor/in	Seybold, Mandy Rhames
Titel	Effects of Implementing an Intensive Reading Intervention for Middle School Struggling Readers during the COVID-19 Pandemic
Quelle	(2023), (123 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Louisiana at Monroe
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-4600-7
Schlagwörter	Hochschulschrift; Dissertation; Program Implementation; Reading Instruction; Teaching Methods; Middle School Students; COVID-19; Pandemics; Intervention; Rural Schools; Achievement Tests; Grade 6; Grade 7; Grade 8; Reading Achievement; Texas; Measures of Academic Progress; State of Texas Assessments of Academic Readiness (STAAR) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Leseleistung
Abstract	This study examined whether the intensive reading intervention affects annual reading level growth in middle school students to mitigate reading loss from the COVID19 school closures. Participants included struggling middle school readers (N = 101) from a rural district in east Texas. Student participant Measures of Academic Progress (MAP) beginning and end-of-year data from the 2021-2022 school year guided the results. Scheduling for participants consisted of two sessions each week for 45 minutes each and focused on strengthening foundational reading skills for the participants by a trained reading interventionist. The Wilcoxon signed rank test helped to discover the differences of means from the beginning-of-year and end-of-year MAP testing for students in grades six, seven, and eight, and males/females. MAP scores facilitated analysis of the groups of students to determine the difference in reading achievement scores on MAP and the frequency of STAAR 2022 spring results in three categories of mastery using chi-square. Wilcoxon signed-rank test results showed a statistically significant difference between students' beginning-of-year and end-of-year MAP testing scores for all grade levels tested and no significant difference between males and females. Chi-square testing showed more sixth-grade students were more likely to fall within Categories 1 and 2 (did not meet the requirement and approaching requirement) for the STAAR assessment. Both seventh and eighth grades were more likely to fall within Categories 2 and 3 (approaches requirement and meets the requirement) on the STAAR. Participants, on average, increased reading levels after participating in the intervention. Struggling middle school readers need the opportunity to develop their reading skills. Mitigating potential loss from COVID-19 school closures supports students on their level to help them get back on track to achieve academic reading success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01