Using a supplemental, multicomponent reading intervention to increase adolescent readers' achievement

Abstract

AbstractThis study examined the effect of a supplemental, multicomponent reading intervention with 75 seventh graders who scored below grade level according to a battery of assessments. Students received a yearlong reading intervention during the 2021–2022 or 2022–2023 school year. Students' pretest and posttest data were compared to determine the impact of the reading intervention. Findings indicate that the reading intervention resulted in greater than typical improvement in reading ability, as students reading below grade level made more than a full year's growth in reading level. Implications for practice include the need for supplemental support for adolescent readers, which can mitigate the need for reading intervention that persists in secondary education.