The effect of treatment integrity on student achievement a quasi-experimental study
Date of Award
Ed.S. in School Psychology
School of Education and Health Sciences
Advisor: Sawyer Hunley
Previous research suggests that repeated reading interventions improve student reading rate (Strong, Wehby, Falk, & Lane, 2004; Welsch, 2006; Yurick, 2006). However, little research exists in the literature regarding the degree to which the intervention must be implemented in order to obtain positive student outcomes. The current study used a repeated reading intervention at varying levels of treatment integrity with 16 second grade students identified as struggling readers in a quasi-experimental design. The repeated reading intervention was applied to three groups of students at either: 100%, 80%, or 60% integrity, and the results were compared to students in a control group. Three out of four students receiving the intervention at 100% integrity demonstrated positive g-index scores. Only half of students in the 80% and 60% groups, and none of the students in the control group achieved positive g-index scores. Potential implications, suggestions for future research, and limitations are included.
Reading Remedial teaching Methodology, Developmental reading Methodology, Response to intervention (Learning disabled children)
Copyright 2010, author
MacLennan, Karolyn Marie, "The effect of treatment integrity on student achievement a quasi-experimental study" (2010). Graduate Theses and Dissertations. 280.