Date of Award

7-2021

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education

First Advisor

Catherine Kelly

Department/School

Curriculum and Instruction

Abstract

The purpose of this study was to identify and implement strategies and interventions for non proficient readers in upper elementary grades that can be integrated into the general education classroom. Beginning in middle school, students receive limited direct literacy instruction and support even if it is still needed. Many secondary students read several years below grade level which prohibits them from succeeding in courses, college, and careers. This study consisted of a focus group including 5 fourth grade students that were identified as struggling readers through a series of diagnostic screening tests. The students engaged in three targeted reading interventions to support their reading gaps and build confidence and efficacy to flourish as readers. This study found that targeted instruction paired with strong relationships supported struggling readers to cultivate reading skills and take ownership of their reading habits and skills. Building trust and confidence with each student establishes and maintains the integrity of each intervention. Empowering students to realize their capacity for learning and encouraging them to take responsibility for their own learning leads to increased success of interventions.

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