| A gap remains in the literature addressing reading intervention programs that have been successful for students identified as at risk of reading failure in grades kindergarten through second. The purpose of this qualitative case study was to explore how the Scott Foresman Early Reading Intervention Program supported the improvement of literacy skills. Multiple intelligence theory, crucial reading skills, and vocabulary development served as the theoretical framework for this study. Two male, second grade, at-risk students were selected for this study based on age, reading ability level, and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores. The key research questions addressed the potential for the structure of the Scott Foresman Early Reading Intervention Program to positively impact the literacy skills of the participants. The qualitative case study research design focused on the structure of the lessons that targeted phonics and phonemic awareness. Qualitative data were coded from each lesson using an open coding approach to analyze the data. Emergent themes included the effectiveness of the lessons taught and a positive impact on phonics and phonemic awareness for the participants. The key findings revealed that phonics and phonemic awareness skills improved when the lesson structure was implemented. These results suggest a need to further explore the potential for structured reading programs such as the Scott Foresman to help address literacy needs of primary school students. This study could create positive social change by demonstrating the potential of a structured program to help at-risk students achieve success in reading in the early grades. Furthermore, the study results stress the need for intervention programs could help teachers improve instruction for at-risk students, thus increasing their comprehension. |
