Title page for ETD etd-04282005-185200

Type of Document Dissertation
Author Elliott, Susan F.
Author's Email Address selliott@vt.edu
URN etd-04282005-185200
Title The Effects of a Reading Intervention Class on Regular Education High School Students Who Struggle with Learning
Degree Doctor of Education
Department Educational Leadership and Policy Studies
Advisory Committee
Advisor Name Title
Kelly, Patricia Proudfoot Committee Co-Chair
Parks, David J. Committee Co-Chair
Mallory, Walter D. Committee Member
Salmon, Richard G. Committee Member
Spillman, Karen C. Committee Member
  • Struggling reader
  • high school
  • reading intervention
Date of Defense 2005-04-07
Availability unrestricted
The purpose of this study was to examine a reading initiative that was implemented with struggling 9th grade regular education students at a high school in northern Virginia. Pre and post tests of the Stanford Diagnostic Reading Test (SDRT), 4th 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).

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