{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/27417"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/27417","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Effects of a Reading Intervention Class on Regular Education High School Students Who Struggle with Learning","abstract":"The purpose of this study was to examine a reading initiative that was implemented with struggling 9<sup>th</sup> grade regular education students at a high school in northern Virginia. Pre and post tests of the Stanford Diagnostic Reading Test (SDRT), 4<sup>th</sup> Edition, were used to measure the reading performance of students enrolled in a reading intervention class compared to those in a control group. Attendance and discipline data were also collected and compared. Discussions with students enrolled in the reading class and representative artifacts (student work in portfolios, field notes from classroom observations and interview transcriptions) provided contextual elements to the study. The quantitative results of the study were mixed. There was no statistically significant difference between students enrolled in the reading intervention class compared to those in the control group on academic performance, attendance, or behavior. Participants in the reading class scored higher on scanning (F (1, 29) = 11.21, p = .00) and vocabulary (F (1, 29) = 5.96, p = .02) than those in the control group.Qualitative results indicated that students enrolled in the reading class who learned comprehension, scanning, and vocabulary strategies did not uniformly apply them during reading in core content areas (English, mathematics, science and social studies).","abstract_html":"The purpose of this study was to examine a reading initiative that was implemented with struggling 9&lt;sup&gt;th&lt;/sup&gt; grade regular education students at a high school in northern Virginia. Pre and post tests of the Stanford Diagnostic Reading Test (SDRT), 4&lt;sup&gt;th&lt;/sup&gt; Edition, were used to measure the reading performance of students enrolled in a reading intervention class compared to those in a control group. Attendance and discipline data were also collected and compared. Discussions with students enrolled in the reading class and representative artifacts (student work in portfolios, field notes from classroom observations and interview transcriptions) provided contextual elements to the study. The quantitative results of the study were mixed. There was no statistically significant difference between students enrolled in the reading intervention class compared to those in the control group on academic performance, attendance, or behavior. Participants in the reading class scored higher on scanning (F (1, 29) = 11.21, p = .00) and vocabulary (F (1, 29) = 5.96, p = .02) than those in the control group.Qualitative results indicated that students enrolled in the reading class who learned comprehension, scanning, and vocabulary strategies did not uniformly apply them during reading in core content areas (English, mathematics, science and social studies).","abstract_has_math":false,"creators":["Elliott, Susan F."],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Parks, David J.","Kelly, Patricia Proudfoot"],"committee_members":["Spillman, Karen C.","Mallory, Walter D.","Salmon, Richard G."],"year":2005,"date_issued":"2005-04-07","date_published":"2005-04-07","updated_at":"2026-07-22T22:19:32Z","subjects":["Struggling reader","high school","reading intervention"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04282005-185200"],"render_values":[{"text":"etd-04282005-185200","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/27417","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Parks, David J.","Kelly, Patricia Proudfoot"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Spillman, Karen C.","Mallory, Walter D.","Salmon, Richard G."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Elliott, Susan F."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:11:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:11:11Z","2005-04-29"]},{"key":"dc:date.issued","label":"Date","values":["2005-04-07"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Struggling reader","high school","reading intervention"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04282005-185200"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/27417"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine a reading initiative that was implemented with struggling 9<sup>th</sup> grade regular education students at a high school in northern Virginia. Pre and post tests of the Stanford Diagnostic Reading Test (SDRT), 4<sup>th</sup> Edition, were used to measure the reading performance of students enrolled in a reading intervention class compared to those in a control group. Attendance and discipline data were also collected and compared. Discussions with students enrolled in the reading class and representative artifacts (student work in portfolios, field notes from classroom observations and interview transcriptions) provided contextual elements to the study. The quantitative results of the study were mixed. There was no statistically significant difference between students enrolled in the reading intervention class compared to those in the control group on academic performance, attendance, or behavior. Participants in the reading class scored higher on scanning (F (1, 29) = 11.21, p = .00) and vocabulary (F (1, 29) = 5.96, p = .02) than those in the control group.Qualitative results indicated that students enrolled in the reading class who learned comprehension, scanning, and vocabulary strategies did not uniformly apply them during reading in core content areas (English, mathematics, science and social studies)."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. D."]},{"key":"dc:title","label":"Title","values":["The Effects of a Reading Intervention Class on Regular Education High School Students Who Struggle with Learning"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Parks, David J.","Kelly, Patricia Proudfoot"],"dc:contributor.committeemember":["Spillman, Karen C.","Mallory, Walter D.","Salmon, Richard G."],"dc:contributor.department":["Educational Leadership and Policy Studies"],"dc:creator":["Elliott, Susan F."],"dc:date.accessioned":["2014-03-14T20:11:11Z"],"dc:date.available":["2014-03-14T20:11:11Z","2005-04-29"],"dc:date.issued":["2005-04-07"],"dc:description.abstract":["The purpose of this study was to examine a reading initiative that was implemented with struggling 9<sup>th</sup> grade regular education students at a high school in northern Virginia. 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Participants in the reading class scored higher on scanning (F (1, 29) = 11.21, p = .00) and vocabulary (F (1, 29) = 5.96, p = .02) than those in the control group.Qualitative results indicated that students enrolled in the reading class who learned comprehension, scanning, and vocabulary strategies did not uniformly apply them during reading in core content areas (English, mathematics, science and social studies)."],"dc:description.degree":["Ed. 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