Date of Award

Spring 6-1-2024

Author Requested Restriction

Restrict to UW for 5 years - then make Open Access

Work Type

Masters Thesis

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Matthew Weinstein

Abstract

Abstract

Reading is the key to success when it comes to academic settings. Having strong literacy skills has supported students in being successful in and out of the classroom. Students who experience reading difficulties are at a higher risk of not meeting their lifelong goals. The importance of reading can’t be overlooked or underestimated. For decades researchers have been trying to figure out the most effective way to teach students to read. While this challenge remains, support has been utilized to help struggling readers. One of these interventions is small reading intervention groups. This research paper examines small reading intervention groups effectiveness on struggling readers' reading acquisition. Through the research three major themes materialized: the organization of small reading intervention groups, teacher support provided, and the instructor of the small reading intervention group is examined. This paper delves into the research on what makes a small reading intervention group effective and what doesn’t. At the end of this paper, the next steps are discussed.

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