Improving Third-grade Students ’ Reading Skills Utilizing Reading S.O.S.

Abstract: The purpose of this study was to examine the effects of the reading program Reading S.O.S. on third-grade reading achievement. Students ’ ability to decode unknown words, comprehend text, and acquire sight words were analyzed both before and after the intervention. Teacher and student interviews, observation checklists, and student reading surveys were all used to determine the experiences of students and teachers utilizing Reading S.O.S.. The overall results indicated potential for Reading S.O.S. However, the brief four-week intervention time period made for limited data on reading achievement. The surveys, interviews, and observations confirmed that students enjoyed utilizing Reading S.O.S. and believed that the program aided their reading. The interviews and observations confirmed that the teachers found Reading S.O.S. to be user-friendly and complementing to the curriculum. The study indicated that the Reading S.O.S. program should be considered a viable supplement to reading instruction, and resulted in a recommendation that Reading S.O.S. be utilized throughout each classroom in the school