Date of Award

12-2013

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Kelli R. Paquette, Ed.D.

Second Advisor

Anne Creany, Ed.D.

Third Advisor

Sue A. Rieg, D.Ed.

Abstract

A mixed-methods study was conducted to determine if extra reading practice incorporated into fifth-and sixth-grade social studies and science content classes would have a positive impact on reading assessments for readers at risk. At-risk readers' independent reading levels were assessed using Dynamic Indicator of Basic Early Literacy Skills or DIBELS. Once their independent reading levels were determined, leveled texts on their independent reading levels were matched up to their social studies and science curricula. The at-risk students engaged in the reading of these texts either before or after class. The students did the reading in their classes for five months. However, there were some inconsistencies due to the preparation and administering of Pennsylvania State System of Assessment (PSSA). Pre- and post-testing were utilized to determine if the reading of the texts had a positive impact on the students' reading assessments. In addition to the quantitative data, focus groups were incorporated to investigate how the teachers felt about integrating the leveled texts within their content area classes.

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