Thesis

The effects of direction instruction of decoding skills, shared reading and repeated readings on the fluency and comprehension of middle school students enrolled in special education

This study used pre-and post-assessment data to measure the effectiveness of small group instruction in decoding skills, shared readings, and repeated readings on the comprehension and fluency level of middle school students enrolled in special education. The participants in this study were selected due to their "below basic" or "far below basic" scores on the California Standards Test (CST) and/or a below grade level reading level. The research addressed the question, "Does direct instruction in decoding, repeated readings, and shared readings have an impact on the decoding abilities and comprehension of middle school students enrolled in special education?" The 16 participants were assessed before the intervention started and again after the 60-day intervention. The researcher used three assessments to collect data. The researcher compared the pre-and post-intervention data to determine a pre-and post-intervention learning rate for each student. The researcher was able to compare these rates to determine growth during the intervention. The data shows that 10 of the 16 participants made progress on their reading scores during the 60-day intervention. Some possible factors that may have impacted the learning rate of the participants were discussed. Key words: Literacy direct instruction, special education, reading fluency, middle school students

Relationships

Items