This study examined the effects of a daily one-hour reading intervention on second grade students' reading levels over six weeks. The intervention aimed to close the achievement gap between Black and other students. Data showed the Black students had higher growth, with 96% improving by two or more reading levels compared to 59% of other students. The researcher's hypothesis that the intervention would improve reading scores was confirmed. Interviews found Black students lacked reading support at home. The results suggest intensive intervention can help narrow the achievement gap, but future studies are needed to see if growth continues long term.

1. Closing the Achievement
Gap between the Black
and Other races
By: Amanda Neumair

2. Reasons for Research

The black-white achievement gap exists regularly in many
schools across the nation. A simple comparison of
standardized test scores often shows that black students
score 1 deviation below white students based on mean
test results (Fryer and Levitt, 2004).

Test scores in the school that I teach and where the
research was conducted show consist differences between
Black students and other students in reading scores.

3. Research Question

Does an hour long daily intervention and
interventions put in place by the classroom
teacher during small group instruction improve
student’s reading level over the course of a six
week period?

4. Hypothesis
 An
hour long intervention each day with the
reading specialist and an educational
assistant will show that students, who are
achieving below grade level, reading scores
will grow by two or more levels.

5. Methodology
Mixed Method data collected through interviews and
student growth using DRA scores
 Population: 11 Second grade classes
 Student age range: 7-8 years old


193 total second grade students

48 African American, 145 Non African American (Other) students

91 students achieving below grade level (DRA of 18 of below)

These students are the students that receive the intervention

31 African American children in intervention, 60 Non African American

6. Population Graph
AA Students
DRA Scores Data
0%
Students not AA
0%
0% 0%
,0,0 ,0,0
Scored above
an 18 (on
grade level)
35%
Scored below
18 (intervention
in place), 41%
Scored above 18
(on grade
level), 59%
Scored below
an 18 (below
grade
level, interven
tion in place)
65%
Scored above an 18 (on grade level)
Scored below an 18 (below grade level, intervention in place)
Scored above 18 (on grade level)
Scored below 18 (intervention in place)

7. Instrument

Instrument – Developmental Reading Assessment (DRA)


Students were tested at the beginning of the second six weeks using the
Development Reading Assessment. This test encompasses the literacy areas of
fluency, comprehension, vocabulary, phonemic awareness, and reading
engagement.
Running Records

Quick reading checks to make sure that students are reading on the appropriate
level and that they are also showing growth.

8. Procedure

Students were given the Developmental Reading Assessment (DRA) at the
beginning of the second six weeks into the school year to determine their
reading level before further determining if the additional hour intervention
was needed .

If the student scored below a reading level of 18 during the initial DRA
testing, they were placed into an intervention group and pulled out of our
classroom to spend 30 minutes with the reading specialist and 30 minutes in
another intervention group to work on comprehension.

At the three week mark, students did a running record on all students to
determine if the intervention was needed to be continued.

Data was collected by the classroom teacher, and reported to the Reading
Specialist and I.

I also collected qualitative data by conducting informal interviews with the 6
African American children that I have within my own classroom.

9. Results

The following statistics table shows that the African American students had
96% growth by 2 or more reading levels. Out of the 31, 30 of the students
grew.

Also, out of the 60 non African American students, only 36 of that group of
students grew by 2 or more reading levels.

This intervention helped narrow the achievement gap, based on DRA
scores, between races.

10. 2nd Grade Statistics based on DRA Scores
Total 2nd grade population
Total number of students below an 18
(Students in intervention)
193
91
Total
Number
AA
Total
Other
African
of AA
Students Non AA students
Americ Students
in
(Other)
in
an (AA)
in
Intervent Student Interventi
Studen Intervent ion who
s
on
ts
ion
showed
Program
Program Growth
by 2 or
more
levels in
DRA
Score
48
31
30
65%
96 %
145
Other students in
Intervention who
showed growth by 2 or
more levels in DRA
score
60
36
41%
59%

11. Conclusion

Over the course of the second 6 week period, 91 students were pulled out of
the regular education classroom for an hour long intervention. 30 minutes
were spent with the reading specialist working on phonemic awareness and 30
minutes were spent working on comprehension strategies with an educational
assistant.

I feel my overall hypothesis was confirmed that the strict interventions my
school district has in place will help narrow the achievement gap between
children of different races.

African American students within my own classroom reported through
informal interviews that none of them have anyone to read with at
home, they have no books to read at home, and that they would rather get
clothes than a book for their birthday.

12. Questions to Ponder

Will the students in this intervention continue to show a steady growth rate?

Future studies, without time constraints, could continue to give the DRA every 8
weeks to track growth over a school year.

Does home life affect the students reading ability?

What is going to happen to the children who continue to receive the
intervention for the remainder of the school year, but never reach a proper
reading level?