THE EFFECTS OF PULL-OUT AND PUSH-IN READING …

THE EFFECTS OF PULL-OUT AND PUSH-IN READING INTERVENTION MODELS ON FIRST AND SECOND GRADE STUDENTS

Starr R. Rich B.S. William Jewell College, 1987 M.S. University of Central Missouri, 1991 E.S. University of Central Missouri, 1997

Submitted to the Graduate Department and Faculty of the School of Education of Baker University in partial fulfillment of the requirements for the degree

Doctor of Education In

Educational Leadership

March 2010

Copyright 2010 by Starr R. Rich

Clinical Research Study Committee Major Advisor

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ABSTRACT Public school accountability for developing proficient readers has risen to an alltime high as sanctions and consequences threaten schools who fall short of AYP benchmarks (Langdon, 2006). Schools are adopting various practices to fuel their quest for reading proficiency including employing reading specialists to provide push-in or pull-out remedial reading services. The purpose of this study was to determine the most effective reading intervention model for first and second grade students at Scott Elementary School, a low-socioeconomic school in Belton, Missouri, a midsize suburban public school district. This study sought to determine if there was a statistically significant difference in the change in reading level for qualifying students receiving intervention via a push-in model and those receiving pull-out services as measured by the Developmental Reading Assessment (DRA). The study also sought to determine if there was a statistically significant difference in DRA level changes for non-qualifying students in push-in classrooms and those in classrooms without the push-in model. A quantitative research design was selected and independent sample t-tests were used for hypotheses testing. Remedial reading students had a statistically significant higher mean change in reading levels when served through a push-in model rather than a pull-out model. However, there was not a statistically significant difference in reading level gains for non-remedial readers placed in push-in classes when compared to those in classrooms without push-in services. Additional research could compare reading intervention models for differentiated student needs or subgroups. This study supports a push-in model for remedial readers. Further research would assist in finding the most effective way to implement push-in programming and maximize the benefits.

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ACKNOWLEDGEMENTS I would like to extend my love and appreciation for my family who has shown tremendous support during all of my doctoral work. My husband Jeff; daughters Ellie, Macy, and Lexi; and my parents have been instrumental in this venture. Jeff, your kindness and patience continually abound. You are a true example of unconditional love, friendship, and support. I appreciate the freedom you gave me to embrace this lifelong goal without concern. Ellie, I appreciate all of your help and willingness to assume increased independence and responsibility even as you enjoyed your final years of high school. You seem to be able to do it all and keep a great balance in your life. Thank you for your understanding and patience. Macy and Lexi, thank you for encouraging and supporting me in your own special ways. Your many questions about my progress and cheerful nature carried me when I would have much preferred to do something fun with you. You never complained about the time I had to devote to my studies. I promise to make it all up to you and then some. Mom and Dad, I would not have been able to engage in this doctoral venture without your contributions. Thank you for modeling and instilling an impeccable work ethic throughout my life. A doctorate is the highest degree in my field, and you made me into a person that aims for the highest mark. My undergraduate experience at William Jewell College confirmed my love for learning. Education professor, Dr. Ronilue Garrison, was especially inspiring. My doctorate now brings me one step closer to pursuing a career goal of college teaching. As

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my Baker University doctoral advisor, Dr. Harold Frye has been a supportive, encouraging facilitator in this journey. I appreciate his sincere interest in me as a person.

I would also like to express my appreciation to Dr. Beverly Phillips, Dr. Sara Jones, and Dr. Kenneth Southwick. As my supervisors, colleagues, and friends, they have inspired and supported me professionally and personally. I owe much of my positive school administration experience and doctoral pursuit to their leadership and faith in me.

I have been richly blessed. Thank you, God. You make all things possible.

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