ABSTRACT
The purpose of this study is to evaluate the efficacy of one school’s reading intervention program, and its impact on struggling readers reading performance. Participants in this study included administrators, Grades 3 through 5instructional staff that directly impact student learning in reading through reading instruction. I collected survey data and analyzed it to determine teachers’ ability to instruct struggling readers with high expectations for student learning. As a result, this evaluation exhibit teachers require more quality planning time to prepare effective reading intervention lessons that includes strategies attained from strategically designed professional development structured to increase students’ reading ability. According to these findings, I proposed that teachers are provided additional time to plan reading lessons that augment struggling readers’ achievement.
","abstract_html":"<p><strong>ABSTRACT</strong></p> <p><strong> </strong></p> <p> The purpose of this study is to evaluate the efficacy of one school’s reading intervention program, and its impact on struggling readers reading performance. Participants in this study included administrators, Grades 3 through 5instructional staff that directly impact student learning in reading through reading instruction. I collected survey data and analyzed it to determine teachers’ ability to instruct struggling readers with high expectations for student learning. As a result, this evaluation exhibit teachers require more quality planning time to prepare effective reading intervention lessons that includes strategies attained from strategically designed professional development structured to increase students’ reading ability. According to these findings, I proposed that teachers are provided additional time to plan reading lessons that augment struggling readers’ achievement. </p>","abstract_has_math":false,"creators":["Jones, Gabrielle"],"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. Dale Moxley","Dr. Lois McKee"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-06-01T07:00:00Z","date_published":"2021-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["differentiation","evidence-based intervention","research-based intervention","intensive instruction","struggling reader","targeted intervention","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Early Childhood Education","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Education Economics","Elementary and Middle and Secondary Education Administration","Elementary Education","Elementary Education and Teaching","Higher Education Administration","Language and Literacy Education","Pre-Elementary, Early Childhood, Kindergarten Teacher Education","Secondary Education and Teaching","Special Education Administration","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/566","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Dale Moxley","Dr. Lois McKee"]},{"key":"dc:creator","label":"Author","values":["Jones, Gabrielle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-05-17T07:00:00Z"]},{"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":["differentiation","evidence-based intervention","research-based intervention","intensive instruction","struggling reader","targeted intervention","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Early Childhood Education","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Education Economics","Elementary and Middle and Secondary Education Administration","Elementary Education","Elementary Education and Teaching","Higher Education Administration","Language and Literacy Education","Pre-Elementary, Early Childhood, Kindergarten Teacher Education","Secondary Education and Teaching","Special Education Administration","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/566"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
The purpose of this study is to evaluate the efficacy of one school’s reading intervention program, and its impact on struggling readers reading performance. Participants in this study included administrators, Grades 3 through 5instructional staff that directly impact student learning in reading through reading instruction. I collected survey data and analyzed it to determine teachers’ ability to instruct struggling readers with high expectations for student learning. As a result, this evaluation exhibit teachers require more quality planning time to prepare effective reading intervention lessons that includes strategies attained from strategically designed professional development structured to increase students’ reading ability. According to these findings, I proposed that teachers are provided additional time to plan reading lessons that augment struggling readers’ achievement.
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The purpose of this study is to evaluate the efficacy of one school’s reading intervention program, and its impact on struggling readers reading performance. Participants in this study included administrators, Grades 3 through 5instructional staff that directly impact student learning in reading through reading instruction. I collected survey data and analyzed it to determine teachers’ ability to instruct struggling readers with high expectations for student learning. As a result, this evaluation exhibit teachers require more quality planning time to prepare effective reading intervention lessons that includes strategies attained from strategically designed professional development structured to increase students’ reading ability. According to these findings, I proposed that teachers are provided additional time to plan reading lessons that augment struggling readers’ achievement.
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