An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2021

Author dc:creator

• Jones, Gabrielle

Contributors dc:contributor

• Dr. Dale Moxley
• Dr. Lois McKee

• 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

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/566

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1612