Date of Award

Spring 2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Susan K Stanley

Second Advisor

Dr. Thomas Gollery

Third Advisor

Dr. Kathy Keafer

Abstract

In the last forty years, the National Institute of Learning Development (NILD) spent time researching and cultivating the methodologies currently utilized in the cognitive mediation involving students struggling with academic underachievement. Research conducted over the last twenty years bares the efficacy and robustness that cognitive components of NILD provided to academic underachievers. Research focused on student populations enrolled in NILD Educational Therapy© (ET) divulged how NILD ET furnished research-based, cognitive techniques that scaffolded student-learning propensity. In recent years, researchers who studied academically underachieving students focused on the elementary-aged struggling learner population. In this dissertation, the researcher investigated students in the middle-school-aged struggling learner population, with a goal of discovering what influences NILD ET had on their achievement scores in reading, math, and written language. The study results indicated that in the area of reading, math, and written language, that the treatment of NILD ET had a significant effect on the middle school ET student scores. The researcher then reviewed an existing intervention utilized in struggling learner populations and the subsequent results endorsed by experts in the field of education. Compared to the existing intervention outcomes, and considering that most academic institutions deem d = 0.2 educationally significant, the results from this study are notable.

Download


Share

COinS