The Reading Hill Public School District (pseudonym) has implemented the READ 180 intervention program for three years without achieving the desired academic success in two Title I middle schools with Level 1 students, struggling to read. The district then stopped requiring its use. In this study, I assessed the implementation of READ 180 and provided recommendations for future use of the program. I collected quantitative and qualitative data from selected participants to help me formulate a policy to determine the essential components of an effective reading intervention program. I also identified a change plan and policy to guide all future reading program selections.
","abstract_html":"<p>The Reading Hill Public School District (pseudonym) has implemented the READ 180 intervention program for three years without achieving the desired academic success in two Title I middle schools with Level 1 students, struggling to read. The district then stopped requiring its use. In this study, I assessed the implementation of READ 180 and provided recommendations for future use of the program. I collected quantitative and qualitative data from selected participants to help me formulate a policy to determine the essential components of an effective reading intervention program. I also identified a change plan and policy to guide all future reading program selections.</p>","abstract_has_math":false,"creators":["Shuler, Kathryn"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["James L. Schott, Ph.D.","Daniel C. Buckman, Ed.D.","Tamara K. Cornwell, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-12-01T08:00:00Z","date_published":"2017-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["READ 180","Policy","Struggling Readers","Change Leadership","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/293","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James L. Schott, Ph.D.","Daniel C. Buckman, Ed.D.","Tamara K. Cornwell, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Shuler, Kathryn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-03-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["READ 180","Policy","Struggling Readers","Change Leadership","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/293"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Reading Hill Public School District (pseudonym) has implemented the READ 180 intervention program for three years without achieving the desired academic success in two Title I middle schools with Level 1 students, struggling to read. The district then stopped requiring its use. In this study, I assessed the implementation of READ 180 and provided recommendations for future use of the program. I collected quantitative and qualitative data from selected participants to help me formulate a policy to determine the essential components of an effective reading intervention program. I also identified a change plan and policy to guide all future reading program selections.
"]},{"key":"dc:title","label":"Title","values":["Assessing The Read 180 Program In Two Title I Middle Schools: A Program Evaluation"]}]}],"canonical_facts":{"dc:contributor":["James L. Schott, Ph.D.","Daniel C. Buckman, Ed.D.","Tamara K. Cornwell, Ed.D."],"dc:creator":["Shuler, Kathryn"],"dc:date.available":["2018-03-25T07:00:00Z"],"dc:description.abstract":["The Reading Hill Public School District (pseudonym) has implemented the READ 180 intervention program for three years without achieving the desired academic success in two Title I middle schools with Level 1 students, struggling to read. The district then stopped requiring its use. In this study, I assessed the implementation of READ 180 and provided recommendations for future use of the program. I collected quantitative and qualitative data from selected participants to help me formulate a policy to determine the essential components of an effective reading intervention program. I also identified a change plan and policy to guide all future reading program selections.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/293"],"dc:subject":["READ 180","Policy","Struggling Readers","Change Leadership","Educational Leadership"],"dc:title":["Assessing The Read 180 Program In Two Title I Middle Schools: A Program Evaluation"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}