Abstract
Reading is a vital skill and failing to learn how to read has consequences beyond the walls of the classroom. The importance of reading and its link to later success in life has gained the attention of many, including Congress, over the past couple of decades. Yet, despite an intense research focus and large amounts of time and resources being devoted to improving reading performance, too many American students continue to struggle to obtain reading proficiency. One possible explanation for this disconnect maybe the failure to match evidence-based instruction to struggling readers based on their specific reading needs. The 4-Box Instructional Decision Making Model developed by Harkin in 2008 is a promising tool that may improve the ability of educators to match struggling readers to effective interventions. The 4-Box Instructional Decision Making Model is discussed and its effectiveness in identifying students in need of reading interventions and linking them to evidence-based reading interventions are displayed.
Advisor
Daniel Houlihan
Committee Member
Kathy Bertsch
Committee Member
Rosemary Krwczyk
Committee Member
Dana Wagner
Date of Degree
2015
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Psychology
College
Social and Behavioral Sciences
Recommended Citation
Husfeldt, J. (2015). Linking Reading Assessment Data to Intervention Using the 4-Box Instructional Decision Making Model [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/405/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Curriculum and Instruction Commons, Educational Psychology Commons, Elementary and Middle and Secondary Education Administration Commons
Rights Statement
