The purpose of this quantitative study was to examine the relationship between the reading intervention program Making Connections Intervention (MCI) and pre-intervention and post- intervention Tennessee Comprehensive Assessment Program (TCAP) reading scaled scores in one East Tennessee school district. Participants included 99 Tennessee students in grade levels six through nine who received reading intervention instruction through MCI and were frequently monitored following the requirements stipulated in the Tennessee Response to Instruction and Intervention (RTI2) Framework. This study assessed pre- and post-intervention data specific to gender, special education classification, Title I classification, and instructor classification through a series of t-tests. Findings indicated that although there were no significant differences in TCAP reading scaled scores for the grouping variables of gender, Title I classification, special education classification, and instructor classification, students’ TCAP reading scaled scores were significantly higher after participating in Making Connections Intervention.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-4500 |
| Date | 01 August 2016 |
| Creators | Corwin, Jami H. |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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