Author

Jeri Hardwick

Publication Date

1-1-2013

Document Type

Dissertation/Thesis

First Advisor

Morris, Sherill V. C.

Degree Name

B.S. (Bachelor of Science)

Department

School of Allied Health and Communicative Disorders

Abstract

The development of phonological awareness and reading comprehension skills is an important progression in reading acquisition. In this study, an analysis was used to examine the efficacy of an after-school reading program for 29 children who participated in the program. There were 14 first graders who received between 0 and .98 hours of intervention while another group of 15 first graders received between 1.17 and 2.30 hours of additional support. After an Analysis of Variance test, first group of students who received minimal intervention scored better than the students who received the most support. Despite the amount of services provided, the student who received more intervention performed more poorly on the tests than the other students who did not receive as much intervention. Factors contributing to these results include genetics and the choice of the teacher to withhold the child from services because they are believed to catch up on their own.

Comments

Includes bibliographical references.

Extent

14 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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