Date of Award
4-1-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Brandy Kamm, Ph.D.
Second Advisor
Drew Hinds, Ed.D.
Third Advisor
Michael Hollis, Ph.D.
Abstract
Today’s students are tasked with taking and passing standardized tests each year. Recent tests show that only 36% of the nation’s fourth-grade students are reading at or above proficiency level (Nations Report Card, 2017). Self-regulation strategies, strategies that help students monitor, plan, and make adjustments to their learning during a learning cycle, have been shown to increase student learning outcomes. This quasi-experimental study examines whether the implementation of an intervention in self-regulation has an impact on student reading achievement. In this study, an experiential group of students participated in a 13-week intervention that taught strategies for monitoring learning and progress toward goals. Student test scores from the Northwest Evaluation Association (NWEA) were used for the pre- and post-tests to measure reading achievement growth. Findings from this study revealed no statistically significant relationship between participation in the intervention and student achievement. However, students who participated in the intervention did show more growth than their peers and showed more self-monitoring behaviors at the conclusion of the intervention. Further research should be conducted to determine the long-term effects of this type of intervention on low-income students.