Sustained Effects of Intensive Reading Intervention: Can Intensive Intervention Gains Made in Primary Grades Be Maintained Through the End of Elementary School?

Author

Jolene J. Johnson, University of Nebraska at Omaha

Date of Award

5-1-2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Kay A. Keiser

Abstract

The purpose of this research study was to determine the effects of an intensive reading intervention provided to students in primary grades (kindergarten-second grade). A cohort of 400 students was followed from kindergarten through fifth grade to determine reading achievement effects as students progressed through school. Scores from third and fifth grade reading assessments were used to evaluate the short-term and long-term effects of a district-developed program. Effects of the program were examined as they related to students who exited the intervention successfully, those who failed to exit the intervention and for those never needing intervention.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2014 Jolene J. Johnson.

Recommended Citation

Johnson, Jolene J., "Sustained Effects of Intensive Reading Intervention: Can Intensive Intervention Gains Made in Primary Grades Be Maintained Through the End of Elementary School?" (2014). Student Work. 3604.
https://digitalcommons.unomaha.edu/studentwork/3604