The Impact of Fountas and Pinnell's Leveled Literacy Intervention (LLI) Program on Student Learning in a Multi-Age, Special Education Classroom

Abstract

The primary purpose of this research was to investigate the impact Leveled Literacy Intervention (LLI) had on a multi-age, special education classroom. LLI can be used and is appropriate for students with special needs, English Language Learners and/or struggling students in regular education classrooms. This research study was implemented in a multi-age, special education classroom. The students participating in the study were in grades 3, 4 or 5 during the study. The study lasted six weeks. The data were collected using a variety of methods. Developmental Reading Assessments (DRA) were used twice in the study. Running records were taken as the students reread daily. Informal observations were done frequently throughout the study. Notes and observations were recorded on a double sided-journal entry. Throughout the study photographs of student involvement in the LLI program were taken as well. Finally student work was collected and analyzed. Thoughts and observations were recorded on a double-sided journal entry. Upon completion of the study all data was shredded. The findings of this study suggest that LLI had a positive effect on student learning in this particular multi-age, special education classroom. Most of the students improved their overall reading level as well as specific skills and strategies taught and used daily in the program. The students in the study seemed to respond well and overall engagement took place on a daily basis.