{"id":{"repo_id":"mississippi","oai_identifier":"oai:egrove.olemiss.edu:etd-2376"},"canonical_url":"https://search.dev.ndltd.org/etd/mississippi/oai:egrove.olemiss.edu:etd-2376","repository":{"repo_id":"mississippi","name":"University of Mississippi","base_url":"https://egrove.olemiss.edu/do/oai/"},"display":{"title":"Impact of a state sponsored intervention program on reading comprehension scores","abstract":"The purpose of this quantitative study was to examine the impact of the state sponsored Ramp-Up Literacy intervention program on reading comprehension test scores as measured by Mississippi's Subject Area Test Program (SATP) and the Mississippi Curriculum Test, Second Edition (MCT 2). There were 252 participants representing three school districts over three testing years. Each school district selected program participants based on reading test scores, teacher recommendations, and grades. A paired samples-t test was the statistical analysis used to determine significance through pretest and posttest outcomes for each program year. The effect size d was also used to determine whether the change in test scores was small, moderate, or significant. All schools did experience a change in effect size each year of intervention. However, they did not all experience significance based on t-test results each year.","abstract_html":"The purpose of this quantitative study was to examine the impact of the state sponsored Ramp-Up Literacy intervention program on reading comprehension test scores as measured by Mississippi's Subject Area Test Program (SATP) and the Mississippi Curriculum Test, Second Edition (MCT 2). There were 252 participants representing three school districts over three testing years. Each school district selected program participants based on reading test scores, teacher recommendations, and grades. A paired samples-t test was the statistical analysis used to determine significance through pretest and posttest outcomes for each program year. The effect size d was also used to determine whether the change in test scores was small, moderate, or significant. All schools did experience a change in effect size each year of intervention. However, they did not all experience significance based on t-test results each year.","abstract_has_math":false,"creators":["Brown, Rolonda"],"institution":null,"degree_name":"Ph.D. in Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Rosemary Oliphant-Ingham","Kathryn McKee","Thea H. Williams-Black"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T03:06:44Z","subjects":["Comprehension Intervention","Older Struggling Readers","Reading Intervention","Reading Remediation","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/1377","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rosemary Oliphant-Ingham","Kathryn McKee","Thea H. 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There were 252 participants representing three school districts over three testing years. Each school district selected program participants based on reading test scores, teacher recommendations, and grades. A paired samples-t test was the statistical analysis used to determine significance through pretest and posttest outcomes for each program year. The effect size d was also used to determine whether the change in test scores was small, moderate, or significant. All schools did experience a change in effect size each year of intervention. However, they did not all experience significance based on t-test results each year."]},{"key":"dc:title","label":"Title","values":["Impact of a state sponsored intervention program on reading comprehension scores"]}]}],"canonical_facts":{"dc:contributor":["Rosemary Oliphant-Ingham","Kathryn McKee","Thea H. Williams-Black"],"dc:creator":["Brown, Rolonda"],"dc:date.available":["2020-01-23T08:00:00Z"],"dc:description.abstract":["The purpose of this quantitative study was to examine the impact of the state sponsored Ramp-Up Literacy intervention program on reading comprehension test scores as measured by Mississippi's Subject Area Test Program (SATP) and the Mississippi Curriculum Test, Second Edition (MCT 2). There were 252 participants representing three school districts over three testing years. Each school district selected program participants based on reading test scores, teacher recommendations, and grades. A paired samples-t test was the statistical analysis used to determine significance through pretest and posttest outcomes for each program year. The effect size d was also used to determine whether the change in test scores was small, moderate, or significant. All schools did experience a change in effect size each year of intervention. However, they did not all experience significance based on t-test results each year."],"dc:identifier":["https://egrove.olemiss.edu/etd/1377"],"dc:subject":["Comprehension Intervention","Older Struggling Readers","Reading Intervention","Reading Remediation","Education"],"dc:title":["Impact of a state sponsored intervention program on reading comprehension scores"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D. in Education"]},"updated_at":"2026-07-24T03:06:44Z"}