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.
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
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.