The purpose of this study is to find out what effects Academic Intervention Services may have on elementary students’ attitudes towards reading. We hope to find out if AIS push-in and pull-out services have an impact on how elementary students view reading and if AIS programs are successful in not only providing academic support, but also providing motivation and increasing attitude. Depending on the results of the study, it may be necessary to implement a new model of intervention and remediation in order to encourage positive attitudes towards reading and life-long readers. In particular, we focused on these specific research questions:
1. What are the developmental trends in recreational and academic reading attitude across grades 1-3?
2. What relationship exists between recreational and academic reading attitude and reading ability?
3. What effects on reading attitude (both recreational and academic) can be attributed to Academic Intervention Services?
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