Author

Diana Koscik

Date of Award

Fall 2020

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Suha Tahim

Abstract

This paper describes a problem of practice that developed due to a downward trend in reading achievement scores in an independent middle school in the Southeast. To address this problem, the researcher conducted an action research, mixed methods study to examine the impact of a reading workshop approach in a seventh-grade supplemental reading class. The mixed methods study was guided by one research question designed to collect quantitative data: What is the impact of a reading workshop approach on seventh-grade students’ reading achievement as measured by the STAR reading assessment? It was also guided by two qualitative research questions that sought to measure both students’ perceptions and teachers’ perceptions regarding the effectiveness of a reading workshop model in a seventh-grade classroom. The results of the study indicated an increase in student achievement when the program was implemented with fidelity. Both student and teacher perceptions validated these results. An action plan and implications for immediate classroom practice as well as future research are included based on this study’s findings.

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