Quasi-experimental Research of Intervention Strategies to Improve Reading Skills for Students in Fifth Grade

Quasi-experimental Research of Intervention Strategies to Improve Reading Skills for Students in Fifth Grade

Author: 
Angella Bennett-Bogle
Program of study: 
Ed.D.
Abstract: 
Since the implementation of the No Child Left Behind (NCLB) Act in 2001, many schools throughout the United States have used different intervention strategies to assist students and increase reading achievement. Research indicated that when students mastered literacy skills such as phonics, reading comprehension, fluency, vocabulary, and phonemic awareness, students were considered successful readers (Marchand-Martella, Martella, Modderman, Petersen, & Pan, 2013). The purpose of this quantitative quasiexperimental study was to determine how well some students would achieve with the addition of the PLAN strategy, and whether this would assist students in obtaining an efficient approach to reading when compared to students who did not use the strategy. In the study, data for fifth-grade students’ scores on FCAT was collected. The Mann Whitney U test was conducted to determine whether there was a difference in the reading scores of both groups prior to the intervention. The results from the study indicated that the addition of the Predict Locate Add Note (PLAN) reading strategy yielded a significant difference between the pretest and posttest FCAT scores for students who incorporated the use of PLAN strategy when compared to the students who did not use the strategy. Recommendations for future studies were discussed along with recommended actions.
Dedication: 
This research is dedicated to my family and friend, who supported my efforts in this endeavor. I dedicate this study to my daughters Shakeyra and Tisheka who supported me in every aspect of my life; I do not know where I would be at this point in life without them. I also dedicate this study to my friend Paul-Anthony who was always ready and willing to assist me when I called on him. I love you all and I thank you for your support and patience, particularly due to the fact that many days during the doctorial process I was not always the most delightful person.
Acknowledgements: 
I like to thank my Chair, Dr. Subhashis Nandy, and my committee members, Dr. Daniel Peters and Dr. Phoebe Wakhungu for their honest feedback and their commitment to my scholarship and growth both as a professional and student. Their supervision and support was fundamental to the completion of this study. I would also like to thank my colleague and friend Paul-Anthony Small, for his continued friendship, love, and encouragement from the beginning to the end. We will always be friends. It goes without saying, that without the support of my family, none of this would have been possible. I am so grateful for the support of my parents my sisters and brothers who encouraged me to achieve my goals. I am thankful to my daughters, Shakeyra and Tisheka who both loved me unconditionally, and who were always there when I needed a shoulder to cry on. Finally, I would like to thank God for providing me with such blessings and determination toward accomplishing this goal.