Reading intervention for Hispanic students: A quantitative study on the effects of Read Live(TM) supplemental reading program

Janet M Parker, Tennessee State University

Abstract

National and state assessment data indicate that Hispanic students in American schools lag behind their peers in reading. Schools are struggling to meet the educational challenges of the Hispanic subgroup of students. Effective strategies and intervention tools need to be determined. Though the issue has been identified and schools under the scrutiny of No Child Left Behind legislation are monitoring data and are aware of the current performance of the Hispanic students, researched approaches are needed to instruct and support the students. This study was conducted to determine if an online supplemental reading program, Read Live™, was an effective tool to support literacy growth for Hispanic students compared to a teacher led small group approach. The study was conducted with students in grades five and six who received reading intervention sessions. The results of the study revealed that although the students made gains using the Read Live™ program, comparatively there were not statistically significant gains with the Read Live™ program. ^

Subject Area

Education, Bilingual and Multicultural|Education, English as a Second Language|Education, Elementary|Education, Reading|Hispanic American Studies

Recommended Citation

Janet M Parker, "Reading intervention for Hispanic students: A quantitative study on the effects of Read Live(TM) supplemental reading program" (2014). ETD Collection for Tennessee State University. Paper AAI3623231.
http://digitalscholarship.tnstate.edu/dissertations/AAI3623231

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