Longitudinal Effects of Reading Intervention on Below Grade Level,Preadolescent, Title I Students |
| |
| Authors: | Marci Lynn Haines Kristi L. Husk Louise Baca Brad Wilcox |
| |
| Affiliation: | 1. Arizona School of Professional Psychology, Argosy University, Phoenix, Arizona;2. Department of Teacher Education, Brigham Young University, Provo, Utah |
| |
| Abstract: | Some claim that good and poor readers continue their trajectories despite intervention. This quasi-experimental study examined whether the READ 180 program helps general education, below-grade-level, Title I preadolescent readers improve. Participants included 82 students, grades 4–8, in public Title I elementary and middle schools. Results showed that below grade-level readers improved after intervention and attained grade-level status. Differences remained between participants and their nonintervention peers during follow-up testing. However, when examining growth trajectories, a reversal in performance between the two groups was manifested. The below-grade-level students’ mean growth between years 1 and 2 after intervention was actually greater than that of their on-grade-level peers with no intervention. The performance trajectory narrowed over time after successful intervention. |
| |
| Keywords: | |
|
|
