Identifying effective reading intervention strategies for Grade 2 and 3 students

This mixed methods inquiry examined the effectiveness of reading intervention strategies on students who are at-risk for reading failure. The targeted, intensive, and effective reading instruction in which students participated in helped to shed light on this study's central research question: Which reading strategies are effective for a small group of Grade 2 and 3 students with reading difficulties in a large urban school in Whitehorse, Yukon? This project contains a thorough literature review drawing upon relevant research with respect to programming, strategies, and intervention models. Pre-test assessments using two Level B standardized assessments were conducted on four Grade 2 and 3 students in January 2014. Students received 10-weeks of intense reading instruction within the five components of reading. Upon completion of the study post-test assessments employing the same two Level B standardized assessments were conducted on the students in March 2014. The quantitative data results indicated that the implemented intensive reading intervention strategies were significantly effective for all four students. The qualitative data collected from my both field notes and reflective journal indicated that the intensive reading strategies were successful in increasing students' reading performance skills. Data gathered from student records and assessments added further information and helped to reveal possible reasons why students are at-risk for reading failure. --Leaf ii.