A Study to Examine the Impact of the Paideia Seminar Reading Intervention Program at a School in Connecticut
Authors
Maxwell, Chandra D.
Issue Date
2020-12-05
Type
Thesis
Language
en_US
Keywords
Reading comprehension , Reading intervention , Rosenblatt’s theory of transactional reading , Paideia Seminar
Alternative Title
Abstract
Low achievement in reading comprehension has been an issue that has plagued grade 8 students for many years. Empirical literature strongly suggested that implementing a dialogic discussion-based reading intervention, which involves students participating in small group discussions regarding a piece of text, could lead to deeper comprehension of text and thus higher reading achievement. Historically, reading comprehension interventions within the school that was used in this study, have not focused on implementing dialogic discussion strategies as part of a reading comprehension intervention. As a result, per iReady reading comprehension diagnostic data, the reading comprehension skills of grade 8 students at this school have remained chronically low for many years. The purpose of this study was to determine the impact of the Paideia Seminar reading intervention on the reading comprehension skills of grade 8 English Language Arts students. More precisely, through a mixed methods methodology and utilizing Rosenblatt’s Theory of Transactional Reading, this study determined the impact of the Paideia Seminar reading intervention on the reading comprehension skills of grade 8 English Language Arts students. Findings suggested that implementation of a student dialogue-based reading intervention could lead to an increase in reading comprehension skills as evidenced by the iReady reading comprehension reading diagnostic assessment. More explicitly, student participation in this Paideia Seminar reading intervention led to an improvement in reading comprehension skills. During this study, there were some limitations that did become evident. However, major results revealed that the incorporation of a student dialogue-based intervention within an English Language Arts curriculum can change how teachers teach reading.
Description
Citation
C.D. Maxwell, "A Study to Examine the Impact of the Paideia Seminar Reading Intervention Program at a School in Connecticut", Ph.D. dissertation, School of Education, Univ. of Bridgeport, Bridgeport, CT, 2020.