Master of Arts in Education (MA)
Teaching and Learning
Harold Johnson, Jim O'Connor
This research study is intended to examine the effectiveness of a particular reading intervention designed to meet the needs of young readers who have been or are about to be left behind by the general education curriculum. Teachers at an elementary school in Contra Costa County were asked to nominate second and third grade at-risk students scoring at or below 1.3 (first grade, third month) on weekly Accelerated Reading assessments (Renaissance Learning, Inc., 2011). Those students were then given the CORE Phonics Survey to assess phonics skills (Scholastic Red, 2002). Students whose scores showed specific weaknesses in the areas of basic reading skills (phonics and decoding) were invited to join an intensive phonics intervention class of 40 minute sessions, four days each week for 30 weeks. In addition, students identified during IEP assessments with weaknesses in phonology and relative strengths in comprehension were assigned to an intensive phonics intervention class. This second group ran 12 weeks, 30 minutes sessions four days each week.
Wise, Nancy, "Fast Track Action Reading Program as an Intervention with At-Risk Students" (2012). Student Publications & Research of the TUC GSOE. 36.
Wise, N. (2012). Fast Track Action Reading Program as an Intervention with At-Risk Students. Retrieved from https://touroscholar.touro.edu/tucgsoe/36