Abstract:
The purpose of this study was to examine the effects of the reading program Reading S.O.S.
on third-grade reading achievement. Students' ability to decode unknown words,
comprehend text, and acquire sight words was analyzed both before and after the
intervention. Teacher and student interviews, observation checklists, and student reading
surveys were all used to determine the experiences of students and teachers utilizing Reading
S.O.S.. The participants in the study were 25 low-achieving, third-grade students.