Due to historically high rates of retained students, one low-performing school needed to fix the endless cycle of student failure. After implementation of a close reading program, participating students made growth on the state reading test. My main goal was to examine which key elements of this program supported retained third grade students resulting in learning gains. My data showed t-test findings with a statistically significant difference in both scale scores and achievement levels on the state reading assessment.
My recommended policy change provides elementary students with a district-wide close reading program to teach comprehension strategies. Through policy measures, I considered the need for a change vision and a detailed action plan to support the needs of elementary students’ reading skills.
","abstract_html":"<p>Due to historically high rates of retained students, one low-performing school needed to fix the endless cycle of student failure. After implementation of a close reading program, participating students made growth on the state reading test. My main goal was to examine which key elements of this program supported retained third grade students resulting in learning gains. My data showed t-test findings with a statistically significant difference in both scale scores and achievement levels on the state reading assessment.</p> <p>My recommended policy change provides elementary students with a district-wide close reading program to teach comprehension strategies. Through policy measures, I considered the need for a change vision and a detailed action plan to support the needs of elementary students’ reading skills.</p>","abstract_has_math":false,"creators":["Lazar, Elizabeth"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Carla L. Sparks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-09-01T07:00:00Z","date_published":"2020-09-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["reading intervention","close reading","retained elementary students","reading comprehension","text coding","Curriculum and Instruction","Education","Elementary Education","Language and Literacy Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/488","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carla L. Sparks"]},{"key":"dc:creator","label":"Author","values":["Lazar, Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-07-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public 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":["reading intervention","close reading","retained elementary students","reading comprehension","text coding","Curriculum and Instruction","Education","Elementary Education","Language and Literacy Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/488"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Due to historically high rates of retained students, one low-performing school needed to fix the endless cycle of student failure. After implementation of a close reading program, participating students made growth on the state reading test. My main goal was to examine which key elements of this program supported retained third grade students resulting in learning gains. My data showed t-test findings with a statistically significant difference in both scale scores and achievement levels on the state reading assessment.
My recommended policy change provides elementary students with a district-wide close reading program to teach comprehension strategies. Through policy measures, I considered the need for a change vision and a detailed action plan to support the needs of elementary students’ reading skills.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Reading Intervention on Retained Elementary-Age Students"]}]}],"canonical_facts":{"dc:contributor":["Carla L. Sparks"],"dc:creator":["Lazar, Elizabeth"],"dc:date.available":["2020-07-24T07:00:00Z"],"dc:description.abstract":["Due to historically high rates of retained students, one low-performing school needed to fix the endless cycle of student failure. After implementation of a close reading program, participating students made growth on the state reading test. My main goal was to examine which key elements of this program supported retained third grade students resulting in learning gains. My data showed t-test findings with a statistically significant difference in both scale scores and achievement levels on the state reading assessment.
My recommended policy change provides elementary students with a district-wide close reading program to teach comprehension strategies. Through policy measures, I considered the need for a change vision and a detailed action plan to support the needs of elementary students’ reading skills.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/488"],"dc:subject":["reading intervention","close reading","retained elementary students","reading comprehension","text coding","Curriculum and Instruction","Education","Elementary Education","Language and Literacy Education"],"dc:title":["The Impact of Reading Intervention on Retained Elementary-Age Students"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}