Date Approved
8-2-2024
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
College of Education
First Advisor
Dr. Elizabeth Petroelje Stolle
Academic Year
2023/2024
Abstract
Reading proficiency among intermediate-grade students remains below expected grade level, necessitating a comprehensive approach to teaching reading intervention. Research indicates that students struggling with reading often exhibit difficulties in both foundational skills and comprehension. To address these challenges, a multicomponent intervention combining explicit skill instruction with engaging comprehension practice is needed. A cognitive science framework, emphasizing active learning, metacognition, and the role of automatic decoding in freeing working memory for comprehension, is essential. Additionally, a reader-response perspective is beneficial, as it encourages deep engagement and critical thinking, helping to foster a lifelong love of reading.
Effective intervention requires a deep understanding of students’ reading strengths and weaknesses, and the ability to provide targeted instruction. Teachers must possess the knowledge and skills to diagnose reading difficulties and implement evidence-based practices. The Active View of Reading (AVR) provides a framework for understanding the complex nature of reading. The AVR acknowledges the importance of various reading components, including phonological awareness, vocabulary, fluency, comprehension, and motivation. By incorporating active self-regulation, the AVR highlights the importance of student motivation in the reading process. Ultimately, the goal is to equip intermediate-grade students with the foundational skills and strategies necessary for successful reading comprehension and lifelong learning.
ScholarWorks Citation
Baas, Cassandra, "Effective Reading Intervention in the Intermediate Grades" (2024). Culminating Experience Projects. 457.
https://scholarworks.gvsu.edu/gradprojects/457
