Date of Award

2006

Degree Name

School Psychology

College

Graduate School of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Stephan O’Keefe

Second Advisor

Joyce Meikamp

Third Advisor

Sandra Stroebel

Abstract

The improvement of individual student reading achievement is a major desired goal for academic institutions across America. Public and private schools desire knowledge to afford professional assessment of implemented curricula and instructional strategies. The purpose of this study was to determine the effectiveness of Marshall University Graduate College’s Summer Enrichment Program through individual student reading achievement for pre-kindergarten through ninth grade students. Running record reading probes were administered to help identify student’s reading skills. The analysis of this data enabled the instructors to instructionally group students with similar reading strengths. This researcher compiled each student’s initial and final reading running record results to determine individual reading skill attainment for the chronological period June 26, 2005 through July 28, 2005. Forty-nine students from the participating study of the pre-post reading running records were used in this study. The data were analyzed through the comparison of the progression of individual students’ pre-intervention reading running record and postintervention reading running record results. Results indicated that there was a significant relationship between the initial and final reading running records. Additional results found a significant positive correlation among student gains during the four-week reading intervention.

Subject(s)

Educational evaluation.

Reading readiness.

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