This program evaluation focused on a research-based reading intervention program implemented in a public school district. It also considered the professional development provided in reading strategies and the use of the program to increase students’ reading achievement levels. A problem I identified with using a reading intervention program was it did not identify student deficiencies, and educators lacked the knowledge of basic reading foundational skills to help identify students’ deficiencies. In my research, I examined one elementary school and the administrative team members’ implementation of the reading intervention program. The literature I presented focused on two phases of reading: the learning to read phase, which occurs in the age groups of prekindergarten to second grade, and the reading to learn phase, which must occur by third grade. Also, I focused on building the capacity and knowledge of literacy skills in educators instead of relying on a boxed reading intervention program. The research revealed what was working well with the boxed reading intervention program, what was not working well with the boxed reading intervention program, and how to improve and overcome educators' challenges. I recommended implementing policies to enhance educators' knowledge in reading strategies and to increase student achievement levels in reading.
","abstract_html":"<p>This program evaluation focused on a research-based reading intervention program implemented in a public school district. It also considered the professional development provided in reading strategies and the use of the program to increase students’ reading achievement levels. A problem I identified with using a reading intervention program was it did not identify student deficiencies, and educators lacked the knowledge of basic reading foundational skills to help identify students’ deficiencies. In my research, I examined one elementary school and the administrative team members’ implementation of the reading intervention program. The literature I presented focused on two phases of reading: the learning to read phase, which occurs in the age groups of prekindergarten to second grade, and the reading to learn phase, which must occur by third grade. Also, I focused on building the capacity and knowledge of literacy skills in educators instead of relying on a boxed reading intervention program. The research revealed what was working well with the boxed reading intervention program, what was not working well with the boxed reading intervention program, and how to improve and overcome educators' challenges. I recommended implementing policies to enhance educators' knowledge in reading strategies and to increase student achievement levels in reading.</p>","abstract_has_math":false,"creators":["Farino, Cecile Amy"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Susan Moxley","Dr. Rosita Riley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-12-01T08:00:00Z","date_published":"2020-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["Fundations","Professional Development","Reading Strategies","Building Relationships","Lessons Learned","Curriculum and Instruction","Elementary Education","Elementary Education and Teaching","Other Teacher Education and Professional Development","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/538","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Susan Moxley","Dr. Rosita Riley"]},{"key":"dc:creator","label":"Author","values":["Farino, Cecile Amy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-12-28T08:00:00Z"]},{"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":["Fundations","Professional Development","Reading Strategies","Building Relationships","Lessons Learned","Curriculum and Instruction","Elementary Education","Elementary Education and Teaching","Other Teacher Education and Professional Development","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/538"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This program evaluation focused on a research-based reading intervention program implemented in a public school district. It also considered the professional development provided in reading strategies and the use of the program to increase students’ reading achievement levels. A problem I identified with using a reading intervention program was it did not identify student deficiencies, and educators lacked the knowledge of basic reading foundational skills to help identify students’ deficiencies. In my research, I examined one elementary school and the administrative team members’ implementation of the reading intervention program. The literature I presented focused on two phases of reading: the learning to read phase, which occurs in the age groups of prekindergarten to second grade, and the reading to learn phase, which must occur by third grade. Also, I focused on building the capacity and knowledge of literacy skills in educators instead of relying on a boxed reading intervention program. The research revealed what was working well with the boxed reading intervention program, what was not working well with the boxed reading intervention program, and how to improve and overcome educators' challenges. I recommended implementing policies to enhance educators' knowledge in reading strategies and to increase student achievement levels in reading.
"]},{"key":"dc:title","label":"Title","values":["A Program Evaluation of the Effectiveness of Fundations and Reading Strategies Professional Development"]}]}],"canonical_facts":{"dc:contributor":["Dr. Susan Moxley","Dr. Rosita Riley"],"dc:creator":["Farino, Cecile Amy"],"dc:date.available":["2020-12-28T08:00:00Z"],"dc:description.abstract":["This program evaluation focused on a research-based reading intervention program implemented in a public school district. It also considered the professional development provided in reading strategies and the use of the program to increase students’ reading achievement levels. A problem I identified with using a reading intervention program was it did not identify student deficiencies, and educators lacked the knowledge of basic reading foundational skills to help identify students’ deficiencies. In my research, I examined one elementary school and the administrative team members’ implementation of the reading intervention program. The literature I presented focused on two phases of reading: the learning to read phase, which occurs in the age groups of prekindergarten to second grade, and the reading to learn phase, which must occur by third grade. Also, I focused on building the capacity and knowledge of literacy skills in educators instead of relying on a boxed reading intervention program. The research revealed what was working well with the boxed reading intervention program, what was not working well with the boxed reading intervention program, and how to improve and overcome educators' challenges. I recommended implementing policies to enhance educators' knowledge in reading strategies and to increase student achievement levels in reading.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/538"],"dc:subject":["Fundations","Professional Development","Reading Strategies","Building Relationships","Lessons Learned","Curriculum and Instruction","Elementary Education","Elementary Education and Teaching","Other Teacher Education and Professional Development","Secondary Education"],"dc:title":["A Program Evaluation of the Effectiveness of Fundations and Reading Strategies Professional Development"],"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"}