Bemboom, Christina Marie2011-06-202011-06-202011-05https://hdl.handle.net/11299/107701University of Minnesota Ph.D. dissertation. May 2011. Major: Educational Psychology. Advisor: Kristen McMaster, Ph.D. 1 computer file (PDF); v, 112 pages, appendix p. 81-112.The purpose of this study was to compare the effects of peer-mediated versus teacher-directed reading interventions on the reading performance of high school sophomores in a pretest/posttest randomized group design with a non-equivalent control. Participants (N=57) identified as being in the lowest 25th percentile of their class based on reading fluency and comprehension measures, including maze selection, oral reading fluency, and standardized test scores were assigned randomly to either peer-mediated or teacher-directed intervention. Fifteen to sixteen 25-minute intervention sessions occurred over 12 weeks and included listening passage preview, retelling, and main idea questioning. Linear regression was used to determine main effects for pre-test scores, treatment group, and minutes of intervention for all measures. Both groups performed significantly better than a non-equivalent control group who did not receive either intervention, with effect sizes of .69-1.00. Students in the peer-mediated group performed at least as well as those in the teacher-directed group, with the peer-mediated intervention being less resource intensive. Peer-mediated intervention participants had the most passing scores on the Minnesota state assessment, as well as the highest percentage of students ending with maze selection scores above the median. Findings support the use of standard protocol, Tier 2 intervention to improve reading outcomes for struggling secondary-level readers.en-USHigh SchoolPALSPeer Assisted Learning StrategiesReadingResponse to InterventionRTIEducational PsychologyThesis or Dissertation