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An Evaluation Of A Remedial Reading Program For Middle-Grade Students In A Southeastern State Public School, Susan S. Nichols
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The purpose of this study was to evaluate the effects on reading achievement for middle school students after participation in a remedial reading program, Xtreme Reading, at a southeastern state public school. The researcher used Stufflebeam's (2003) context, input, process, and product (CIPP) model to guide the study. A mixed-method research design was used to examine data collected from 80 students in Grades 6 through 8 participating in reading interventions spanning a 1-year period from 2013 through 2014.
There were significant differences in reading achievement scores of students during the 1-year implementation of Xtreme Reading. The findings in this ...