ERIC Number: ED662359
Record Type: Non-Journal
Publication Date: 2024
Pages: 71
Abstractor: As Provided
ISBN: 979-8-3840-5448-1
ISSN: N/A
EISSN: N/A
Effectiveness of Learning Centers for Reading Comprehension Interventions
Marianne N. Vines
ProQuest LLC, Ed.D. Dissertation, Rivier University
Research has been conducted on the science of reading and how students learn to read. This knowledge has not increased reading achievement in middle school. Reading scores in grades 6-8 across America are declining. The gap for students with disabilities is widening. Luhmann's Systems Theory provided a framework for understanding an organization by focusing on the structure and relationships among parts of the organization. A qualitative research survey is used to understand the relationship between the allocation of time in the learning center and the delivery of reading comprehension interventions to answer the question: Does the learning center model at the middle school provide students with the time they require to receive evidence-based reading comprehension interventions to make progress toward meeting reading comprehension goals? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Middle School Students, Middle School Teachers, Reading Ability, Reading Comprehension, Reading Centers, Reading Instruction, Students with Disabilities, Reading Difficulties, Remedial Reading, Response to Intervention, Program Effectiveness, Evidence Based Practice, Time on Task, Time Management
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Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A