A case study: Effects of using leveled literacy intervention on fourth and fifth grade students' reading achievement
Abstract
This case study examined the effects of using Leveled Literacy Intervention (LLI) on fourth and fifth grade students struggling in the area of reading. Farmer Elementary School evaluated the impact that this system, which was developed for small group instruction in reading and writing, had on students' reading achievement (Fountas & Pinnell, 2009). The components of this case study, the running record scores, the North Carolina End of Grade: English Language Arts (NC EOG: ELA) scores, and the teacher perspectives supported the prospectus for how school leaders use these results to make informed decisions regarding reading instruction. The mixed method approach was designed to balance teacher perceptions with student data. The sample included 26 students in grades four and five and five teacher participants. Significant growth was measured in the students' text level reading ability indicated by the running record scores, t(25) = 4.19, p < .05, the NC EOG: ELA Lexile® measure, with 17 out of 25 (68%) student participants having improved over 100 Lexile® measures in their reading scale, and with five out of five teacher participants stating that this program was effective for student learning. However, a negative correlation, r24= - 0.16, p < .05, was measured between the text level growth and the amount of time a student spent in the double dose LLI group, as well as, only 46% of the student participants showed improvement on their Normal Curve Equivalent score on the NC EOG: ELA. The implications from this study provide a research-based reference for how LLI can be used as a structured, effective intervention. Additional research was recommended to address instructional time, comprehension, and teacher effectiveness for impacting student progress. For school leaders these results serve as a reference for implementing and sustaining an effective literacy program that includes providing professional development for teachers, utilizing teacher effectiveness for struggling readers, and using data to drive instructional practices.
Subject Area
Language arts|Educational leadership|Education
Recommended Citation
Metz, Tracie Jean, "A case study: Effects of using leveled literacy intervention on fourth and fifth grade students' reading achievement" (2014). ETD Collection for Fayetteville State University. AAI3581423.
https://digitalcommons.uncfsu.edu/dissertations/AAI3581423