Publication Date
5-2015
Document Type
Thesis
Degree
Master of Education (MEd)
MA Concentration
Urban Education
Keywords
California Common Core State Standards (CCCSS) English Language Arts, 21st Century Community Learning Center (CCLC), middle school, intervention, digital text, intervention
Advisors
Roger Pence, Pamela A. Redmond, Jim O'Connor
Abstract
The purpose of this case study was to determine the impact of a literary intervention program with two adolescent boys who read below grade level and attended an after school program sponsored by 21st Century Community Learning Center (CCLC). The researcher/tutor utilized a pretest-posttest quasi-quantitative design; the researcher did not use a control group. In this document research/tutor is the same person and identified as "researcher" or "tutor" throughout the document. The participants were six grade students who attended a middle school located in an ethnically diverse urban community in Northern California. Both participants attended a class in which the same teacher except for math taught all subjects (self-contained), and neither participant repeated a previous grade. The research results indicated an increase in the skills assessed; the skills assessed were word recognition (vocabulary development), reading comprehension and fluency. The researcher used research based reading strategies, graphic organizers, and digital text that provided non-fiction news articles with quizzes aligned to California Common Core State Standards (CCCSS) for English Language Arts. Although, at the conclusion of the intervention, the post assessments revealed both students still read below grade level. The significant results subsequent to the tutoring revealed the participants read closer to grade level after the intervention. The results of this case study supported the hypothesis that implementing research based literacy strategies at an after-school program can improve reading skills of adolescents who read below grade level. Whereas, given the limited duration of the intervention, limitations of the study the significance of tutor training, access to digital text and the socio-economic situation of students, additional research is highly recommended.
Recommended Citation
Mitchell, B. (2015). Implementation of Research Based Literacy Tutoring at an After School Program to Improve Reading Skills of At-Risk and Low-Income Adolescents Who Read Below Grade Level. Retrieved from https://touroscholar.touro.edu/tucgsoe/151
Poster
