Doctor of Education (Ed.D.)
Christopher R Gareis
Ensuring that students are reading on grade level by third grade is a critical factor that is correlated with future success both in the classroom and in future career and earnings potential for each child (Annie E. Casey Foundation, 2012 ; Sum et al., 2009). National data focused on the number of students reading below grade level depicts an alarming number of students who are not meeting grade-level benchmarks for reading (National Center for Education Statistics, 2019). When students struggle to meet grade-level expectations in reading through participation in instruction within the regular classroom, a pull-out intervention program is often the solution that school systems employ. This program evaluation investigated the claims of RISE Intervention, an intervention program created by Jan Richardson and Ellen Lewis. Fifteen students were chosen based on data for participation in this program evaluation, and the RISE Intervention was implemented by four instructors over the course of 8 weeks. Quantitative data were collected consisting of pre- and post-assessment data from the Developmental Reading Assessment (DRA), the Informal Decoding Inventory (IDI), the Motivation to Read Profile, the Phonological Awareness Literacy Screening (PALS), as well as from self-rating forms and observation forms. Qualitative data collected consisted of interviews with groups of teachers involved in the implementation of the intervention. The findings from these data supported the claims of the program, namely above average student growth in the area of instructional reading levels and decoding. This program evaluation will also provide recommendations for future implementation in this specific context as well as describe recommendations for future research.
© The Author
Gentry, Heather France, "Evaluating The Effectiveness Of The Rise Framework When Implemented With Second Grade Students Reading Below Grade Level: A Program Evaluation" (2021). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1627407569.