Exploring How Duration and Mode of Delivery Impacts Outcomes of Literacy Intervention

Start Date

15-4-2021 3:30 PM

End Date

15-4-2021 4:30 PM

Student's Major

Speech, Hearing, and Rehabilitation Services

Student's College

Allied Health and Nursing

Mentor's Name

Megan Mahowald

Mentor's Department

Speech, Hearing, and Rehabilitation Services

Mentor's College

Allied Health and Nursing

Description

Along with many other programs, Camp Maverick at Minnesota State University, Mankato, was moved online in 2020 due to the COVID-19 pandemic. The purpose of this project is to explore how the number of weeks, as well as how online versus virtual delivery impacts the effectiveness of literacy intervention. Participants of Camp Maverick, aged between Kindergarten and fifth grade, were assessed using the Gray Oral Reading Test (GORT-5), before and after completing camp. The GORT-5 is used to measure oral reading ability of individuals aged 6 to 24 years old. The fluency and comprehension scaled scores are added together and converted to an Oral Reading Index (ORI) score. After comparing the pre- and post- data, it was found that 2018 saw the most improvement, with four weeks of in-person sessions. An implication from this project is that improvement is most likely to occur in a literacy intervention program that lasts at least four weeks. In the future, having more participants in an online format would improve the research findings.

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Apr 15th, 3:30 PM Apr 15th, 4:30 PM

Exploring How Duration and Mode of Delivery Impacts Outcomes of Literacy Intervention

Along with many other programs, Camp Maverick at Minnesota State University, Mankato, was moved online in 2020 due to the COVID-19 pandemic. The purpose of this project is to explore how the number of weeks, as well as how online versus virtual delivery impacts the effectiveness of literacy intervention. Participants of Camp Maverick, aged between Kindergarten and fifth grade, were assessed using the Gray Oral Reading Test (GORT-5), before and after completing camp. The GORT-5 is used to measure oral reading ability of individuals aged 6 to 24 years old. The fluency and comprehension scaled scores are added together and converted to an Oral Reading Index (ORI) score. After comparing the pre- and post- data, it was found that 2018 saw the most improvement, with four weeks of in-person sessions. An implication from this project is that improvement is most likely to occur in a literacy intervention program that lasts at least four weeks. In the future, having more participants in an online format would improve the research findings.