Low reading skills constitute a serious achievement problem. Although there are remedial support in schools, between 2% and 6% of the student population continues to show persistent reading difficulties despite intensive intervention. The research problem in this study addressed the lack of effective reading interventions for students who were in Tier III of the Response to Intervention (RtI) process. Piaget's cognitive development theory, constructivism, and Vygotsky's zone of proximal development theory made up the theoretical framework. The purpose of this quantitative study was to determine the effects of Fountas and Pinnell's Leveled Literacy Intervention (LLI) on reading achievement of students in Grades 2-5. Reading achievement was measured using Fountas and Pinnell's Benchmark Assessment System (BAS) and Measures of Academic Progress (MAP) assessments. A quasi-experimental design was utilized to compare pre-and post- intervention data for students in Grades 2-5 who did or did not receive LLI instruction and were in Tier III of the RtI process. The sampling size was determined by the number of students who scored below the grade level expectation on the Fall 2015 BAS and MAP assessments. The experimental group consisted of 72 students and the control group consisted of 64 students. Data were collected and analyzed using ANCOVA. The pretest was treated as a covariate. The results of this study showed reading achievement scores were significantly higher for the experimental group on both posttests. This study contributed to positive social change by improving the welfare of students by increasing their reading achievement.

There is a correlation between the professional development that teachers receive and student academic success. It has been shown that knowledgeable teachers have a profound impact on student achievement. Many general and special educators enter the field of education and are placed to teach in inclusive environments with little to no professional development related to inclusion. This placement often adversely impacts the success of students with disabilities on state tests. However, there is limited information on the types of professional development necessary for teaching in inclusion. Guided by Bandura's social cognitive theory, this study explored teachers' perceptions of the types of professional development beneficial for teaching in inclusion. The research questions examined participants' attitudes and perceptions toward professional development needs, professional development experiences, and instructional activities used in inclusion. A qualitative case study approach was used to purposefully select 5 general and 5 special education teachers who taught in inclusion classrooms. Data for the study were collected through individual interviews, which were recorded and transcribed, then analyzed and coded for themes. Teachers' perceptions showed there was insufficient training for new teachers, a need for ample planning time in their professional development routine, and a need to implement models of coteaching as described by Friend (2009). The potential for positive social change includes improved inclusion-based professional development for all teachers, which may increase the likelihood of student academic success.

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 268-279). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99157

Thesis (EdD)--Open University.

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 110-121).

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