Date Awarded

2007

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

James Strange

Abstract

The present study aimed to build on existing research surrounding struggling adolescent readers. The purpose of the study was to determine the impact of the reading program READ 180(TM) by Scholastic, Inc., on struggling adolescent readers in a middle school setting and also to examine whether this intervention has promise for closing the achievement gap between African-American and white students.;The study was conducted using a nonequivalent control-group design. Archival data from the 2005-2006 school year was analyzed for 120 students in grades 6, 7 and 8 from ABC Middle School. The experimental group was comprised of 60 students, 20 per grade level, and the control group was comprised of 60 students, 20 per grade level. Students in the experimental group received additional instruction in English through participation in the READ 180(TM) program. This study examined a modified implementation model of the READ 180(TM) program: Students participated in this program every other day for 90 minutes, instead of the daily class sessions recommended by Scholastic, Inc.;Results of the study indicated that the modified implementation model of the READ 180(TM) program yielded significant results on a measure of growth in reading comprehension (Scholastic Reading Inventory) for Grade 6 students who participated in the program. The findings revealed no significant differences for students in grades 7 and 8 on this dependent measure. Results also indicated that there were no significant differences in performance between the groups of students in grades 6, 7 and 8 on the 2006 Virginia Standards of Learning Assessments in reading and mathematics when compared to students who did not participate in the intervention.

DOI

https://dx.doi.org/doi:10.25774/w4-dr8f-9v02

Rights

© The Author

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