Thesis

The effects of a reading intervention program on the achievement of seventh-grade students after one year of participation

Educators are constantly looking for ways to motivate students to become better readers and able to access all core curricula. One way schools and districts try to improve the reading skills of struggling readers are through intervention programs. The data selected for analysis were derived from seventh-grade students who participated in a reading intervention program. Participating students engaged daily in the Journeys reading program, which is designed for those who struggle in reading. This supplemental program was used outside of the core English language arts (ELA) program and occurred every day for a full year. Students were provided direct explicit instruction using 45 minute routines in whole-group and small group settings as well as computer based instruction. A paired sample t-test was conducted to determine if there was a significant difference between the means of pre and posttest district benchmark scores after one full year of receiving instruction in the supplemental Journeys reading program. Another paired sample t-test was conducted to determine if there was a significant difference in the core ELA grade point average (GPA) of seventh-grade students after one full year of receiving instruction in the supplemental Journeys reading program. An alpha level of .05 was used to determine statistical significance. The analysis of the benchmark scores suggested that participation in the Journeys reading program may have a positive impact on reading comprehension.

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