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Effects of Reading Intervention Programs on Academically At-Risk Middle School Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effects of Reading Intervention Programs on Academically At-Risk Middle School Students./
Author:	Mott, Kendra.
Description:	1 online resource (96 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-11.
Contained By:	Masters Abstracts International84-11.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379504434

Effects of Reading Intervention Programs on Academically At-Risk Middle School Students.
Mott, Kendra.

Effects of Reading Intervention Programs on Academically At-Risk Middle School Students. - 1 online resource (96 pages)

Source: Masters Abstracts International, Volume: 84-11.

Thesis (Ed.S.)--Austin Peay State University, 2023.

Includes bibliographical references

This study attempted to determine whether the Spirals Educational Curriculum (SEC) and Wilson Reading System (WRS) were effective methods of improving reading deficiencies in struggling middle school students assigned to Response to Intervention and Instruction (RTI2) programs. After an extensive review of the current research and literature, this researcher developed a quantitative study to analyze the effectiveness of these two remedial reading programs on fourth through eighth graders. The study consisted of two predetermined groups assigned to RTI2 based on pretest scores from AIMSweb. The groups were accepted intact as an identified remedial reading population scoring in the lowest quartile on the county-wide universal screener, AIMSweb. Test subjects were derived from the three existing middle schools located within a rural community in Tennessee. This population was tracked throughout the majority of the school year to determine if academic gains were made due to placement in one of two remedial reading programs (SEC or WRS). To test the theory that readers who may be at risk of academic failure, would benefit from participation in RTI2 remedial reading programs, research questions, and null hypotheses were developed, data were collected and subjected to analysis through a series of t tests. Based on the results of these analyses, conclusions were drawn and predictions made.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379504434Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Phonological awarenessIndex Terms--Genre/Form:

554714
Electronic books.

Effects of Reading Intervention Programs on Academically At-Risk Middle School Students.
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520 $a This study attempted to determine whether the Spirals Educational Curriculum (SEC) and Wilson Reading System (WRS) were effective methods of improving reading deficiencies in struggling middle school students assigned to Response to Intervention and Instruction (RTI2) programs. After an extensive review of the current research and literature, this researcher developed a quantitative study to analyze the effectiveness of these two remedial reading programs on fourth through eighth graders. The study consisted of two predetermined groups assigned to RTI2 based on pretest scores from AIMSweb. The groups were accepted intact as an identified remedial reading population scoring in the lowest quartile on the county-wide universal screener, AIMSweb. Test subjects were derived from the three existing middle schools located within a rural community in Tennessee. This population was tracked throughout the majority of the school year to determine if academic gains were made due to placement in one of two remedial reading programs (SEC or WRS). To test the theory that readers who may be at risk of academic failure, would benefit from participation in RTI2 remedial reading programs, research questions, and null hypotheses were developed, data were collected and subjected to analysis through a series of t tests. Based on the results of these analyses, conclusions were drawn and predictions made.
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