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A brief analysis of the comparative effects of two reading interventions on the reading comprehension growth of a selected group of learning disabled students
The purpose of this investigation was to compare guided oral reading and paired reading outcomes on both fluency and reading comprehension in a group of learning disabled high school students attending a Humboldt County Community School. An alternating treatment design was used. Baseline data were collected for each participant prior to introducing the two reading interventions. Reading rates and reading comprehension accuracy were calculated and graphed daily. Measures also included pre and post-testing of students using the Ekwall reading Inventory. In addition, qualitative measures were employed to ascertain student preferences regarding reading instruction.