Term of Award
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Committee Member 1
Antonio Gutierrez de Blume
Committee Member 2
The current study documents the effects of the Language! Live intensive, blended learning reading intervention on the Georgia Milestones Assessment Lexile Scores. The purpose of the study was to determine the impact of an intensive blended learning reading intervention on the standardized assessment scores of middle school students who were at least two grade levels behind in reading at a Title I school in Georgia and aimed to establish if students who were significantly below grade level could make growth with the assistance of an intensive blended learning reading intervention. The study included the data of 133 students in two groups, the Intensive Group (n=62) and the Strategic Group (n=71) at a Title I middle school in Georgia. The quasi-experimental study used quantitative archival data which were collected electronically at the end of the pre-treatment and posttreatment school years and analyzed using a 2 x 2 factorial ANOVA. The results suggested the baseline Lexile scores were significantly lower than the posttest Lexile scores within both groups. The Strategic Group had significantly higher Lexile scores at posttest than the Intensive Group at posttest. However, the Intensive Group showed greater growth from baseline to posttest than the Strategic Group.
Snyder, Ashley M., "The Impact of an Intensive Blended Learning Reading Intervention on Standardized Assessment Scores" (2020). Electronic Theses and Dissertations. 2164.
Research Data and Supplementary Material