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dc.contributor.advisorConaway, Betty J.
dc.contributor.authorBott, Kevin Matthew.
dc.contributor.otherBaylor University. Dept. of Curriculum and Instruction.en
dc.date.accessioned2010-06-23T12:17:49Z
dc.date.available2010-06-23T12:17:49Z
dc.date.copyright2010-05
dc.date.issued2010-06-23T12:17:49Z
dc.identifier.urihttp://hdl.handle.net/2104/7927
dc.descriptionIncludes bibliographical references (p. ).en
dc.description.abstractThis study was a mixed-method, quasi-experimental investigation that evaluated the implementation of the “Rally to Read” remediation program, designed by the Center for Learning and Development (CLD), as a Tier 3 intervention method within the Response to Intervention (RTI) process. This study compared the progress of a Tier 3 student group on Campus A, who received “Rally to Read” services, with the progress of a Tier 3 student group in a nearby school, Campus B, who did not receive “Rally to Read” services, during the 2008-2009 school year. The Tier 3 student groups in these two schools were compared based on achievement on the Imagination Station (I-station) progress monitoring program. Comprehension and fluency scores from the I-station program were the primary methods of gauging Tier 3 progress for these two schools. The researcher analyzed and compared I-station usage time and student disciplinary referral averages between these groups. In addition, the teachers who were involved with the “Rally to Read” program provided survey feedback of their perceptions of the program. Their responses were analyzed in five categories: adult program training, program effects on student behavior, program curriculum, adult relationships with students, and overall program effectiveness. As a whole, the “Rally to Read” program was shown to be a successful Tier 3 intervention on Campus A of this study. Quantitative data demonstrated statistically significant differences for the I-station assessments and I-station usage times. Responses from the adult participants in the “Rally to Read” program supported the “Rally to Read” curriculum, relationship-building elements, program training, and overall program performance. The academic and behavioral accomplishments of the students on Campus A also spoke to the validity and reliability of the “Rally to Read” program.en
dc.description.statementofresponsibilityby Kevin Matthew Bott.en
dc.format.extent66672 bytes
dc.format.extent552834 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.rightsBaylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.en
dc.subjectResponse to intervention.en
dc.subjectReading interventions.en
dc.subjectRally to read.en
dc.titleEffects of the implementation of the "Rally to Read" program : a tier 3 approach within the response to intervention process.en
dc.typeThesisen
dc.description.degreeEd.D.en
dc.rights.accessrightsWorldwide accessen
dc.contributor.departmentCurriculum and Instruction.en


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