Date of Award


Degree Name

School Psychology


Graduate School of Education and Professional Development

Type of Degree


Document Type


First Advisor

Fred Jay Krieg

Second Advisor

Sandra S. Stroebel

Third Advisor

Bruce P. Mortenson


The purpose of this study was to examine the efficacy of guided reading interventions with regard to individual reading achievement for elementary aged students who participated in a five-week summer enrichment program. Using a baseline and intervention design, a curriculum-based measure model of assessment was administered to each student. The analysis of data from the curriculum based measurement allowed for the implementation of guided reading interventions, which targeted increased student reading abilities for the chronological time period of July 5, 2006 through August 3, 2006. The results indicated that student academic deficits were not sufficiently impacted to normalize students to grade level expectation. The curriculum based measurement model of assessment procedures and guided reading interventions are described in detail and practical implications are discussed.


Academic achievement.

Reading - Study and teaching.