Quasi-experimental research of intervention strategies to improve reading skills for students in fifth grade.

摘要

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.