Impact of Selected Reading Intervention Strategies on State-Required Reading Assessments

Abstract

The purpose of this quantitative non-experimental comparative study was to determine which literacy intervention yields the greatest growth of third through fifth grade student performance on the state-required reading assessment. If so, which intervention provides the most student growth on state assessment. A convenient sample of archival data of student secondary data was used to ensure the study sample was representative of the school’s third through fifth grade Leveled Literacy Intervention and Read 180 student population who attended a rural elementary school in the southeastern region of the United States during the 3 years of 2017–2019. A non-experimental, comparative study was used to collect and analyze data. Results found a statistically significant difference in the rate of student performance on state-required reading assessments in the general education students reading below grade level who receive Fountas and Pinnell Leveled Literacy Intervention System than general education students reading below grade level who receive Read 180.The findings did support Leveled Literacy Intervention program students gains were statistically significant based on student academic performance on the English Language Arts SC READY(South Carolina College- and Career Ready Assessments), thus further research is needed in exploring the crisis of students who are not reading proficiently on grade level in grades three through five and which literacy intervention program would best fit the needs of third through fifth grade students within the Response To Intervention process (RTI).