Date of Award

2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Steven Bingham

Committee Co-Chair (if applicable)

Jeffrey Rogers

Abstract

The purpose of this study was to evaluate the effects on reading achievement for middle school students after participation in a remedial reading program, Xtreme Reading, at a southeastern state public school. The researcher used Stufflebeam's (2003) context, input, process, and product (CIPP) model to guide the study. A mixed-method research design was used to examine data collected from 80 students in Grades 6 through 8 participating in reading interventions spanning a 1-year period from 2013 through 2014.

There were significant differences in reading achievement scores of students during the 1-year implementation of Xtreme Reading. The findings in this study reveal that an intensive reading intervention, Xtreme Reading, can significantly improve reading achievement for struggling adolescent readers when implemented with fidelity.

Analyses of the data also revealed statistical significance between the effects on student motivation to read during the 1-year implementation of the Xtreme Reading program. The findings in this study will be beneficial to secondary principals who are held accountable for literacy development, implementation, and evaluation as the school instructional leader. The findings in this study will also be beneficial to directors of curriculum and instruction as well as district superintendents in how recommendations are made to school boards for changes in policies of implementation and monitoring of effective reading intervention programs for students at the secondary level.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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