The Impact of Reading Intervention on Retained Elementary-Age Students

Due to historically high rates of retained students, one low-performing school needed to fix the endless cycle of student failure. After implementation of a close reading program, participating students made growth on the state reading test. My main goal was to examine which key elements of this program supported retained third grade students resulting in learning gains. My data showed t-test findings with a statistically significant difference in both scale scores and achievement levels on the state reading assessment. My recommended policy change provides elementary students with a district-wide close reading program to teach comprehension strategies. Through policy measures, I considered the need for a change vision and a detailed action plan to support the needs of elementary students’ reading skills