{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc5177"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc5177","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys.","abstract":"Learning to read is critical for quality of life and success in our society. Children who cannot read well face unsuccessful educational careers and limited job choices. Recently, policy makers and educators have made progress toward increasing the reading achievement of America's children. Still up to 60% of boys who live in poverty cannot read or read two years below grade level. In this experimental study, I designed and examined the effects of the Gottshall Early Reading Intervention (GERI) to determine if direct instruction with a small group, phonics based approach would increase the literacy achievement of low performing, rural, first grade boys. Participants were selected according to Texas Primary Reading Inventory (TPRI) scores, matched them across race, ethnicity, and socio-economic status, and randomly assigned them to experimental/control group. Three times per week for 15 weeks, boys in the experimental group attended 30-minute pullout sessions taught by trained professionals in addition to classroom reading instruction. Control group members received classroom reading instruction only. Findings reveal no significant differences in reading gains across all variables. However, descriptive data indicate higher percentages of gains for the experimental group on four out of five reading components with rate of gain higher on fifth. Statistics also show that Hispanics are more likely to benefit.","abstract_html":"Learning to read is critical for quality of life and success in our society. Children who cannot read well face unsuccessful educational careers and limited job choices. Recently, policy makers and educators have made progress toward increasing the reading achievement of America's children. Still up to 60% of boys who live in poverty cannot read or read two years below grade level. In this experimental study, I designed and examined the effects of the Gottshall Early Reading Intervention (GERI) to determine if direct instruction with a small group, phonics based approach would increase the literacy achievement of low performing, rural, first grade boys. Participants were selected according to Texas Primary Reading Inventory (TPRI) scores, matched them across race, ethnicity, and socio-economic status, and randomly assigned them to experimental/control group. Three times per week for 15 weeks, boys in the experimental group attended 30-minute pullout sessions taught by trained professionals in addition to classroom reading instruction. Control group members received classroom reading instruction only. Findings reveal no significant differences in reading gains across all variables. However, descriptive data indicate higher percentages of gains for the experimental group on four out of five reading components with rate of gain higher on fifth. Statistics also show that Hispanics are more likely to benefit.","abstract_has_math":false,"creators":["Gottshall, Dorothy Lee"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Morrison, George S.","Mathis, Janelle","Lawhon, Tommie","Kinnison, Lloyd"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-12","date_published":"2007-12","updated_at":"2026-07-24T05:35:09Z","subjects":["rural boys","low performing boys","Tier III","SBRR","early reading intervention","phonics intervention","reading instruction","Reading (Elementary)","Reading -- Phonetic method.","First grade (Education)"],"languages":["English"],"rights":["Public","Copyright","Gottshall, Dorothy Lee","Copyright is held by the author, unless otherwise noted. 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In this experimental study, I designed and examined the effects of the Gottshall Early Reading Intervention (GERI) to determine if direct instruction with a small group, phonics based approach would increase the literacy achievement of low performing, rural, first grade boys. Participants were selected according to Texas Primary Reading Inventory (TPRI) scores, matched them across race, ethnicity, and socio-economic status, and randomly assigned them to experimental/control group. Three times per week for 15 weeks, boys in the experimental group attended 30-minute pullout sessions taught by trained professionals in addition to classroom reading instruction. Control group members received classroom reading instruction only. Findings reveal no significant differences in reading gains across all variables. However, descriptive data indicate higher percentages of gains for the experimental group on four out of five reading components with rate of gain higher on fifth. Statistics also show that Hispanics are more likely to benefit."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys."]}]}],"canonical_facts":{"dc:contributor":["Morrison, George S.","Mathis, Janelle","Lawhon, Tommie","Kinnison, Lloyd"],"dc:creator":["Gottshall, Dorothy Lee"],"dc:date":["2007-12"],"dc:description":["Learning to read is critical for quality of life and success in our society. Children who cannot read well face unsuccessful educational careers and limited job choices. Recently, policy makers and educators have made progress toward increasing the reading achievement of America's children. Still up to 60% of boys who live in poverty cannot read or read two years below grade level. In this experimental study, I designed and examined the effects of the Gottshall Early Reading Intervention (GERI) to determine if direct instruction with a small group, phonics based approach would increase the literacy achievement of low performing, rural, first grade boys. Participants were selected according to Texas Primary Reading Inventory (TPRI) scores, matched them across race, ethnicity, and socio-economic status, and randomly assigned them to experimental/control group. Three times per week for 15 weeks, boys in the experimental group attended 30-minute pullout sessions taught by trained professionals in addition to classroom reading instruction. Control group members received classroom reading instruction only. Findings reveal no significant differences in reading gains across all variables. However, descriptive data indicate higher percentages of gains for the experimental group on four out of five reading components with rate of gain higher on fifth. 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