Date of Award

4-2015

Degree Type

Thesis

Degree Name

Education (M.Ed.)

Department

College of Education

First Advisor

Elizabeth Stolle

Abstract

While studies have been conducted to highlight intervention strategies that will help struggling readers, very few of these empirical studies have used middle school aged students as participants. And among those studies which have, the results were based solely on quantifiable data; the opinions of the classroom teachers who work with these students daily cannot be found in these or any of the empirical studies. The purpose of this thesis is to fill this gap by offering a space for middle school English language arts teachers to share effective intervention strategies that they use in their classrooms to help struggling readers. Semi-structured interviews were conducted using open-ended questions with seven middle school English language arts teachers. Phone interviews were transcribed and e-mail interviews were printed for the purpose of reading and analyzing the data. Selective and simultaneous coding was used to begin categorizing the data. Through analysis of these categories, five themes emerged as types of interventions these participants found to be effective: thinking-based, teacher-based, student-based, sensory-based, and interestbased. All of these strategies can be used in conjunction with independent reading. The five findings revealed some important recommendations for school administrations, middle school teachers, and educational institutions.

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