Reading Intervention Program: What is the Difference in the Reading Proficiency Between Girls and Boys in Grades 1 and 2?

Abstract

No research has been contacted at the data site to examine the effects of the reading intervention program on the reading proficiency test scores between girls and boys in grades 1 and 2. At the data site the research problem was the lack of empirical evidence that the reading intervention program was effective as measured by state testing in reading. This study was grounded in the social learning theory of Vygotsky. The research question that guided this study was “Reading intervention program: what is the difference in the reading achievement between girls and boys in grades 1 and 2?” Archived data in state mandated testing in reading were collected for two cohorts of 592 students in grades 1 and 2 from before and after the implementation of the reading intervention program. An independent sample t test determined a significant difference between the means of the two cohorts of students’ reading test scores. The empirical evidence is that the staff development program has been successfully implemented by the study site and has assisted grade 1 and 2 students to read proficiently on standardized testing. As students learn to read proficiently by teachers who effectively instruct their students, society benefits from a literate population ready to meet the challenges of the global economy, today and in the future.