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Education research has shown that a quarter of eighth-grade students perform below basic reading proficiency. Despite this, reading instruction often ceases after eighth grade while text structure and content area language become more difficult. This research project focuses on studying strategies used for struggling readers in seventh through twelfth grade and includes a case study of a struggling reader in order to identify some of the characteristics and needs of struggling readers. This research synthesizes ideas from previous studies, analyzes teacher interviews for literacy instruction strategies, and, in the case study, uses observation, primary source study, and reading assessments.

Publication Date


Project Designation

Honors Thesis

Primary Advisor

Treavor Bogard

Primary Advisor's Department

Teacher Education


Stander Symposium poster


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