Fambrough, A. (2015). The impact of reading intervention programs on student achievement and motivation (Ed.D.). Lipscomb University, Ann Arbor. Retrieved from ProQuest Dissertations & Theses Global. (1752513091)
With more scrutiny, funding, and accountability surrounding student achievement, everyone from state government officials all the way down to individual classroom teachers have felt the pressure of trying to find a “silver bullet” reading intervention program that will increase students’ reading levels by the end of the academic year. As of July 1, 2014, the state of Tennessee implemented RTI2, which required public schools to provide all students with extra interventions and instructional time necessary to meet grade-level standards in both Reading and Math. Accelerated Reader and myON were two popular reading intervention programs that claimed to increase student reading ability by: identifying the current Zone of Proximal Development (ZPD), suggesting “just right books” for independent reading, diagnosing comprehension and reading skills, and motivating readers through extrinsic rewards. This mixed-methods research evaluated the reading performance and motivation of third through fifth grade students in a rural Tennessee county who used either the Accelerated Reader or myON reading program to improve their reading skills in the 2014-2015 school year. Researchers compared Lexile and TCAP Reading scale scores of students from each program to determine significance. Analyses determined that students from the Accelerated Reader program reported higher Lexile scores, while students who participated in the myON reading program reported higher TCAP scores. Further, researchers analyzed the motivation of the myON participants from the beginning to the end of the 2014-2015 school year as measured by the intermediate Heathington Attitude Survey. Analyses determined that the students had no growth in motivation under the myON program. Qualitative analyses through student questionnaires, student focus groups, and teacher interviews revealed motivational factors for the participants and teacher perception of the reading intervention programs.