Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2016
Committee Chair or Co-Chairs
Virginia Foley
Committee Members
Don Good, John Boyd, Karin Keith
Abstract
The purpose of this quantitative study was to examine the relationship between the reading intervention program Making Connections Intervention (MCI) and pre-intervention and post- intervention Tennessee Comprehensive Assessment Program (TCAP) reading scaled scores in one East Tennessee school district. Participants included 99 Tennessee students in grade levels six through nine who received reading intervention instruction through MCI and were frequently monitored following the requirements stipulated in the Tennessee Response to Instruction and Intervention (RTI2) Framework. This study assessed pre- and post-intervention data specific to gender, special education classification, Title I classification, and instructor classification through a series of t-tests. Findings indicated that although there were no significant differences in TCAP reading scaled scores for the grouping variables of gender, Title I classification, special education classification, and instructor classification, students’ TCAP reading scaled scores were significantly higher after participating in Making Connections Intervention.
Document Type
Dissertation - unrestricted
Recommended Citation
Corwin, Jami H., "The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District" (2016). Electronic Theses and Dissertations. Paper 3108. https://dc.etsu.edu/etd/3108
Copyright
Copyright by the authors.
Included in
Educational Leadership Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons