Dissertation - Public Access
Ed.D. Doctor of Education
Dr. Susan Moxley
Dr. Rosita Riley
This program evaluation focused on a research-based reading intervention program implemented in a public school district. It also considered the professional development provided in reading strategies and the use of the program to increase students’ reading achievement levels. A problem I identified with using a reading intervention program was it did not identify student deficiencies, and educators lacked the knowledge of basic reading foundational skills to help identify students’ deficiencies. In my research, I examined one elementary school and the administrative team members’ implementation of the reading intervention program. The literature I presented focused on two phases of reading: the learning to read phase, which occurs in the age groups of prekindergarten to second grade, and the reading to learn phase, which must occur by third grade. Also, I focused on building the capacity and knowledge of literacy skills in educators instead of relying on a boxed reading intervention program. The research revealed what was working well with the boxed reading intervention program, what was not working well with the boxed reading intervention program, and how to improve and overcome educators' challenges. I recommended implementing policies to enhance educators' knowledge in reading strategies and to increase student achievement levels in reading.
Farino, Cecile Amy, "A Program Evaluation of the Effectiveness of Fundations and Reading Strategies Professional Development" (2020). Dissertations. 538.